Childminder 2723953

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

p.1

The provision is good

The childminder has developed a relaxed setting with a strong family ethos. She plans to care for children as she would want her own children to be cared for. She gathers a range of information from parents when children start so she can understand the unique needs of every child. Children have built positive attachments with the childminder. They giggle loudly in anticipation of being tickled as she pretends to chase them with a puppet. Children demonstrate they feel happy and secure at this setting. The childminder is very alert to children's care needs. For example, she encourages children to get changed after playing with water in the garden in case they get cold. Children's well-being is considered at all times.

p.2

The provision is good

The childminder has high expectations for all children and consistently promotes positive behaviour. For example, if children become upset as they do not want to share resources, the childminder explains that everyone has to share. Children demonstrate they understand they need to wait for a moment and start to play with something else as they wait their turn. Children's behaviour is good.

p.2

The provision is good

The childminder has developed a curriculum with a strong intent and seeks to support children to build their skills in sequence. She asks children questions about their prior experiences so they can think, remember and develop their language skills. For example, children excitedly talk about visiting the zoo the day before and laugh as they remember how tigers roar loudly. The childminder offers engaging learning experiences. Children enjoy watching caterpillars hatch into butterflies and learn about the work of the police as a police officer visits the setting. Children are enthusiastic learners who are developing the skills they need for future learning.

p.2

need to do better?

n The childminder engages children well through their interests. For example, children play with dinosaurs and discuss they are hungry. The childminder extends this as she asks children to identify and gather food from the role play area. This supports children to remain interested and engaged in learning. n A key strength of the setting is the curriculum for physical play. Children play with a range of resources in the sand area and use paint brushes as they paint the fence. This supports children to build strength in their fingers as they progress to early mark-making skills. As a result, children hold paintbrushes well and make intentional marks on paper. Children's physical skills are very good. n Overall, communication and language are supported well. The childminder talks to children, provides a running commentary and reads stories. Children make their needs known. For example, they ask to be 'tucked in' when they sit at the

p.2

need to do better?

table. However, at times, the childminder often abbreviates words, such as

p.2

need to do better?

5 September 2025 'handies' and 'choo choo'. This does not help children to hear how words are spoken correctly as they develop their early language skills. n The childminder is a positive role model and encourages children to say 'please' and 'thank you', use good manners and share resources. Children enjoy being involved in routines, such as helping to tidy up so that others do not fall over resources on the floor. Children understand expectations and are beginning to be aware of their emotions and the needs of others. n Children gain an understanding of the world through imaginative experiences. For example, they enjoy painting in the outdoors at the local park and eagerly search for worms in the garden. The childminder teaches children about road safety and how to hold a knife safely as they cut up fruit. Children are developing a good understanding of healthy lifestyles and how to keep themselves safe.

p.2

need to do better?

n Partnerships with parents are good. Parents share that there is consistent communication and that the childminder creates a 'home away from home'. The childminder seeks parental involvement in assessment and encourages home learning. The childminder consistently shares information about children's learning and development, which helps to support a consistent approach for children. n Partnerships with other professionals are established. The childminder invites teachers into the setting to observe children as they prepare to leave for school. She meets regularly with other childminders to discuss good practice and receives support from the local authority. These partnerships help the childminder to review and adapt her practice to support the needs of all children. n The childminder attends mandatory training and professional development opportunities. She chooses training that will develop her skills. For example, she

p.3

need to do better?

has recently attended training on supporting children's mental health. This has strengthened her understanding of how to support children's personal and emotional development.

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 ensure that all vocabulary is modelled correctly when speaking to children, in order to support children's communication and language skills.

p.3

Setting details

Unique reference number 2723953 Local authority Lancashire Inspection number 10399206 Type of provision Childminder

p.4

Registers

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

p.4

inspection

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

p.4

Information about this early years setting

The childminder registered in 2023 and lives in Thornton-Cleveleys. She operates Monday to Friday from 8am to 5.30pm. The childminder holds a relevant childcare qualification at level 6. The childminder provides funded early education for two- and three-year-old children.

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 early years foundation stage curriculum. n The childminder spoke to the inspector about children's learning and development. n Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n The inspector and childminder carried out a joint observation. n The inspector took into account the views of parents through written comments. 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