Childminder EY396903

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

p.1

The provision is good

Children and their families receive a warm welcome in the childminder's home- from-home setting. The childminder cares deeply for the children she supports. Parents share information about their children from the start, and regularly thereafter. This helps the childminder to adapt her provision to meet the unique and individual needs of all children. Children develop close and nurturing bonds with the childminder. They gather a sense of security from her presence and demonstrate that they feel safe and secure in her care.

p.2

The provision is good

The childminder understands how children learn and develop. She observes children as they play and assesses the progress that they make. She is very clear on what she wants children to learn next. For example, the childminder recognises that children need plenty of opportunities to develop their hand muscles before being asked to write. The childminder offers a well-sequenced curriculum that supports children to make good progress from their starting points.

p.2

The provision is good

The childminder is an effective role model. She is calm and gentle in her approach with children. Children understand the high expectations that the childminder has for their behaviour. They listen and respond well to her instructions. The childminder teaches children to recognise their own emotions and those of others. Gentle prompts and reminders are used to manage children's behaviour. All children behave well and are supported to build friendships.

p.2

need to do better?

n The childminder focuses on developing children's communication and language skills. She talks with children about what she observes them doing and enhances their play. The childminder introduces new and interesting words into conversations. For example, when children make pizzas, she introduces the word 'melting' and what it means as they watch the cheese cooking. Children are encouraged to think of other things that melt and remember that snow melts when the sun comes out. Children develop good communication skills. n Mathematical opportunities are developed through everyday routines. For example, children remember that grapes must be cut in 'half', and they share out fruit at snack times. Children are supported to count and recognise numbers in the environment. For example, they help to set the oven timer when the childminder cooks the pizzas they have created. Opportunities such as these help to enhance children's understanding of mathematical concepts.

p.2

need to do better?

n Children are supported to be independent in their self-care skills. For example, they know when they must wash their hands and manage this skill well before lunchtime. That said, there are times when the childminder offers her support too quickly during activities. This means that, on occasion, children do not have

p.2

need to do better?

5 September 2025 time to apply what they already know as they attempt to solve simple problems. n Children learn about the community in which they live. The childminder takes children on regular trips and outings. For example, children visit the local shop to buy ingredients and enjoy the time they spend at the local park. Children enthusiastically remember a trip to the local mosque and recall the experience, remarking that they sometimes enjoy having food there. Opportunities such as these help children to develop an understanding of the similarities and differences in the community in which they live. n The childminder reflects on the quality of her provision. She seeks the views of parents and children when enhancing her setting. The childminder ensures that all mandatory training, such as safeguarding and first-aid training, is kept up to date. However, the childminder does not target further professional development

p.2

need to do better?

to help her extend her teaching skills even further. n Partnerships with parents are effective. The childminder regularly provides guidance and support to help parents contribute to their child's learning at home. Parents are kept well informed about their child's development, and the childminder shares statutory assessments, such as the progress check for children aged two to three years. This helps to promote a consistent approach to children's care and learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n support children to apply their skills and knowledge when solving their own simple problems n target future professional development opportunities to help build upon and enhance teaching skills further.

p.3

Setting details

Unique reference number EY396903 Local authority Blackburn with Darwen Inspection number 10398630 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection 4 November 2019

p.4

Information about this early years setting

The childminder registered in 2009 and lives in Blackburn. She operates from Monday to Friday, all year round, except for bank holidays and family holidays. Sessions are from 8am until 4pm. The childminder holds an appropriate qualification at level 3.

p.4

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 about what they like doing while with the childminder. n The inspector observed the quality of teaching 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.

p.4

Inspection activities

5 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.

p.4

Inspection activities

5 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6