Childminder 2727597

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

The childminder provides an impressive learning environment in which children eagerly explore and learn. The childminder cares deeply for each child and places them at the heart of everything she does. Children settle quickly and develop trusting relationships with the childminder and each other. The childminder knows their care and learning needs from the start. She tailors each child's experiences to help ensure that their individual needs are met effectively.

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The provision is good

The childminder understands how young children learn and develop. She uses this knowledge to construct an interesting and well-sequenced curriculum. The childminder gets to know individual children's interests. She uses each child's interests to engage and motivate them in their learning. For example, recent discussions about summer holidays led to children visiting the beach. Children excitedly recall what they saw and the activities they undertook. For example, they remember eating ice cream and describe how, due to the heat, the ice cream 'melted' down their arms. The childminder makes children's learning memorable.

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The provision is good

The childminder is an effective role model. She teaches children how to interact with empathy and kindness. Children learn to share and take turns. They are aware of the impact their behaviour may have on those around them. Children as young as two years of age say 'please' and 'thank you' without any reminders. Children behave exceptionally well for their age.

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need to do better?

n The childminder monitors children's progress and has a good understanding of their next steps in learning. She recognises the learning potential in everything that the children choose to engage in. The childminder sensitively supports children's play, talking to them about what they are doing and asking questions to enhance their learning further. Children make good progress from their individual starting points. n The childminder gives high priority to developing children's communication skills. Children are immersed in a wealth of stories and rhymes to help develop their speaking skills. The childminder encourages children to join in conversations and to recall past experiences. She skilfully introduces new words when talking with children. For example, she uses the word 'structure' to describe a model rocket children make. The childminder checks that children understand the meaning of the word and encourages them to pronounce it. Opportunities such as these

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need to do better?

help to extend children's communication skills. n Children confidently explore and make connections in their learning. For example, while building with magnetic blocks, children remember that the blocks will only stick to metal objects. They eagerly compare the height of the different

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need to do better?

15 August 2025 towers they construct using mathematical vocabulary such as 'taller' and 'shorter' as they sequence the towers. Children learn to count and develop a good understanding of mathematical concepts. n The childminder enhances children's experiences and provides opportunities that they may otherwise not encounter, for example trips to museums, the beach and the zoo. Children have the opportunity to mix with other children in larger groups when they attend playgroup. However, the childminder has not considered how to explore and extend children's understanding of the range of characteristics that make people similar and different to themselves to support their developing understanding of diversity. n Children's independence is supported effectively. The childminder places a focus on helping children to develop the skills they need to start school confidently. For example, she supports children from a young age to manage their own drinks

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need to do better?

and to feed themselves at lunchtime. Children learn good hygiene routines. For example, children are familiar with washing their hands before eating. n The childminder is very well organised. She has a wide range of policies and procedures that underpin her good practice. The childminder reviews what she provides to best meet children's needs. The childminder carefully targets her professional development to enhance her skills so that she may best support the children in her care. n Parents speak incredibly highly of the childminder. They value the wealth of information she shares and welcome the suggestions she makes to help them to contribute to their child's learning at home. Close partnership working between the childminder and parents helps to provide a consistent approach to children's learning and development. Parents remark that they feel 'extremely lucky' to have found the childminder.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n enhance opportunities for children to explore the similarities and differences that exist between themselves and others and strengthen their understanding of diversity in the world around them.

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Setting details

Unique reference number 2727597 Local authority Lancashire Inspection number 10399013 Type of provision Childminder Registers Early Years Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in Hyndburn, Lancashire. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. She holds an appropriate early years qualification at level 3.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the curriculum. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

15 August 2025 15 August 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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