Childminder 308273

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children thrive in this warm, home-from-home environment. They form strong attachments to the childminder, who responds sensitively to their individual needs. Clear routines and boundaries support positive behaviour, with explanations of what will happen 'now' and 'next' to prepare children for transitions. As a result, children behave very well and show a genuine sense of belonging.

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The provision is good

The childminder ensures a well-planned and ambitious curriculum, shaped by children's interests, developmental stages and real-life experiences. Activities are carefully tailored to individual next steps and provide meaningful opportunities for children to explore, discover and make connections. For example, during visits to the supermarket, older children are supported to recognise coins, compare their size, shape and value, and learn about the similarities and differences between cash and card payments. They confidently describe a 20p coin as a 'small hexagon' and a 50p coin as a 'big hexagon'. Children develop a strong understanding of early mathematical concepts. Children are well prepared for the next stage in their education, including the move to school.

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need to do better?

n The curriculum for communication and language is a real strength of the setting. The childminder models clear language, repeats key words and uses visual aids to support children's language growth. For example, during snack time, the childminder supports younger children to make their own choices. She uses real- life objects, including milk cartons and jugs, to reinforce vocabulary such as 'milk' and 'pour'. Older children hear new words such as 'hibernation' as they recall recent walks in the local woodlands. n The childminder collaborates effectively with other childminders, providing children with regular opportunities to build positive relationships beyond the home setting. For example, children enthusiastically work in teams during 'Nature Detectives' walks, identifying plants, flowers and wildlife alongside peers from other settings. These experiences promote social development, cooperation and confidence, supporting children's readiness for school.

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need to do better?

n Children are provided with healthy meals and snacks, often using fruit and vegetables they have planted and grown themselves. They engage in meaningful activities, such as picking apples from trees and helping to make apple pie, which extends their learning about food and nutrition. Daily routines embed good hygiene practices. The childminder supports younger children in developing handwashing skills, providing hand-over-hand guidance when needed. Older children confidently explain that washing hands removes germs. These routines foster children's independence, well-being and a growing understanding of healthy living.

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need to do better?

3 September 2025 n Children learn to keep themselves safe in ways suitable for their age. For example, the childminder encourages children to understand traffic light signals. Toddlers know that that red means stop and green means go. Furthermore, the childminder teaches all children how to take safe risks. Younger children are supported to use real tools safely with help, while older children can climb trees, but only as high as they feel comfortable and can safely get down. This helps children build confidence and understand their own abilities and limitations. n Partnerships with parents are effective. The childminder maintains regular communication with parents, keeping them well informed about their children's learning and development. She provides valuable advice and guidance on topics such as the use of dummies and potty training. Parents appreciate the high- quality care provided, commenting that the childminder 'goes above and beyond'

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need to do better?

to understand and support their children. This helps in their continuity of care. n The childminder is committed to her own professional development. The childminder attends training to further strengthen her teaching practice. For example, after completing training on outdoor play, she is now providing more exciting experiences for children who prefer to learn outdoors. This positive attitude towards ongoing learning enables her to continually enhance her teaching skills and knowledge. n Children generally demonstrate positive attitudes to learning. They show high levels of curiosity and sustained concentration for their age, particularly during problem-solving activities. For example, toddlers remain focused as they explore how to position toy cogs to make them turn, helping them develop perseverance and early critical thinking skills. However, sometimes, the childminder does not consistently support children when they lose concentration and become

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need to do better?

distracted from their current learning. During these times, children flit between activities and do not fully benefit from the intended learning.

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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 support children to maintain their concentration and engagement to help them benefit from the intended learning intentions.

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Setting details

Unique reference number 308273 Local authority Lancashire Inspection number 10407356 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection 7 January 2020

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Information about this early years setting

The childminder registered in 1995 and lives in Clayton-le-Moors, Lancashire. She operates all year round from 8am to 4.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides government funded early education. She holds an appropriate qualification at level 3.

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Inspection activities

n The childminder and the inspector completed a learning walk together of all the areas of the setting and discussed their curriculum and what they want children to learn. n The inspector observed the quality of education being provided and assessed the impact this was having on children's learning. n The inspector looked at reviews from the parents during the inspection and took account of their views. n Children spoke to the inspector during the inspection and gave their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of the childminder.

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Inspection activities

3 September 2025 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

3 September 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

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