Brierley, Laura Elizabeth

Brierley, Laura Elizabeth

Unique reference number (URN): 2778351 Address: 17 Fell View, Burnley, BB10 2SF Type: Childminder Registered with Ofsted: 13/03/2024 Registers: EYR, CCR, VCR Registered person: Brierley, Laura Elizabeth

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

All children make steady progress. The childminder identifies gaps, and these are quickly addressed with targeted support to help children achieve well from their starting points. They develop their communication and language skills through rhyme time and conversations in imaginary play. During storytelling, children learn new vocabulary, such as extinct, when learning about dinosaurs, and they show their understanding of capsize when singing nursery rhymes. Interactions and language modelling support children's confidence in speaking, listening and understanding. Children are well prepared for the next stage of learning, as the skills and knowledge they learn contribute effectively. Children demonstrate confidence and engagement and are motivated to learn more. Children develop their independence and social skills through everyday activities such as snack time and group activities. Children use knives safely to prepare fruit. They pour their own drinks and play

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Achievement Expected standard

cooperatively, sharing the resources during the sensory-time session.

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Behaviour, attitudes and establishing routines Expected standard

Children's attendance is excellent as they enjoy their time at the setting, and the childminder promotes regular, punctual attendance. She establishes warm, nurturing relationships from the start, contributing to a calm, positive and secure environment. The childminder supports children to develop positive behaviour and form friendships. She manages minor disagreements through age-appropriate conflict resolution and provides reminders about sharing and turn-taking. The childminder has high expectations for behaviour, and children understand what is expected. She is a positive role model and gives specific praise for effort and achievements, for example when children complete puzzles. Children are delighted when their acts of kindness are recognised and a heart is added to the kindness tree.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to understand that their actions and words can have an impact on others. She remains calm and clear, considering children's age and stage of development when guiding behaviour and supporting understanding. This approach supports children's developing self-control. Clear routines further promote positive behaviour. The childminder gives clear warnings for transitions and children understand expectations. For instance, they help one another to tidy up and line up when they finish activities. Children demonstrate care and consideration for others, comforting their friends and checking if they are okay.

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Children's welfare and wellbeing Expected standard

The childminder knows the children well. Clear, ongoing communication with parents and carers ensures she responds effectively to children's changing needs. She values children's individuality and adapts her approach accordingly. Secure attachments promote children's wellbeing, and children develop emotional awareness through her sensitive responses. She supports children to regulate their behaviour through planned activities and relaxation, such as yoga, sensory experiences and access to cosy spaces. Praise and encouragement help build emotional resilience and confidence. The childminder prioritises healthy lifestyle choices through daily physical activity and by providing nutritious, home-cooked meals and snacks. She ensures mealtimes are safe, positive experiences where children develop social and independence skills. Children learn where food comes from and what makes a healthy choice, for example when making pasta

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Children's welfare and wellbeing Expected standard

sauce from roasted vegetables. She carefully considers dietary requirements, allergies and intolerances and has robust procedures in place to ensure children are included in baking activities and special outings while remaining safe. Well-embedded hygiene practices support children's independence. Children wash their hands before eating, and older children manage their own personal care. The childminder uses her recent training to promote oral hygiene and support children's understanding during supervised tooth brushing. Care practices meet individual needs and support children's health, safety and emotional wellbeing.

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Curriculum and teaching Expected standard

The childminder has developed a broad and well-considered curriculum that prioritises communication and language, personal, social and emotional development, and physical development. Activities and experiences are purposeful and embedded within the prime areas. Children benefit from regular opportunities to explore their local environment through nature walks and outings further afield in the minibus. These experiences support curiosity and deepen understanding of the world. Children develop strength, coordination and balance as they move through spaces and take part in energetic activities, such as dancing. They play cooperatively and enthusiastically, engaging in imaginative pirate role play where they share ideas and build friendships.

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Curriculum and teaching Expected standard

The childminder places a strong emphasis on early language development. Children develop a love of books, listen attentively during story times and join discussions about endangered animals. This broadens vocabulary and understanding. Teaching and interactions typically reflect children's learning and development needs. The childminder uses assessment and tracking effectively to identify what children know and can do, and this informs next steps. At times, this information is not used consistently to guide activity planning precisely for each child's ongoing learning. Mathematical development is supported through practical, everyday experiences, particularly counting and number awareness. There is further opportunity to strengthen the wider mathematics curriculum by embedding a broader range of concepts and mathematical language consistently within daily routines.

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Inclusion Expected standard

The childminder identifies children's individual needs through observations and discussions with parents and carers. She uses a range of observational checkpoints, including the progress check for children aged 2–3, to ensure support is timely, appropriate and effective. She monitors children's progress closely and reviews and adapts support regularly so interventions remain responsive and promote progress from individual starting points. The childminder works closely with families to share information and support ongoing monitoring and planning, ensuring a clear and shared understanding of children's needs and progress. She liaises with external professionals to maintain a graduated and coordinated approach. The childminder reduces barriers to learning and wellbeing through strategic support, adjustments and inclusive practice. She adapts the environment to support regulation and engagement and promotes communication and emotional development through visual aids,

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Inclusion Expected standard

signing and personalised resources. This reduces anxiety and enables full participation. She uses additional funding purposefully to enhance resources, access training and provide experiences. Ongoing monitoring and parental involvement ensure a positive impact. The childminder remains committed to meeting the needs of all children and completes training to strengthen her knowledge of special educational needs and/or disabilities, supporting effective practice. Strong partnerships with parents and professionals, alongside adapted routines and environments, promote stability, emotional wellbeing and sustained progress for all children.

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Leadership and governance Expected standard

The childminder has established a clear culture of self-evaluation and remains committed to her professional development. She reflects on her practice and maintains a clear plan to ensure her skills and knowledge remain current and meet children's needs. She regularly undertakes training and works with local authority early years consultants to share good practice. Through self-evaluation, the childminder identified communication and language development as a key focus. She accessed relevant training and introduced planned activities to further support children's development. She also strengthened her knowledge of special educational needs and adapted the provision, including routines, visual supports and teaching methods. This has a positive impact on children's learning and development, ensuring all children are included and make progress. The childminder routinely makes decisions in children's best interests.

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Leadership and governance Expected standard

Well-established partnerships with parents and carers support a coherent approach to children's care and learning. The childminder regularly updates parents, supports their understanding and shares ideas and resources to enhance learning at home. Parents value the tailored feedback about their children's experiences, learning and achievements. They describe the childminder as inclusive, accommodating and highly supportive.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children benefit from secure, warm relationships. They arrive happy and demonstrate confidence and independence when choosing toys. The childminder has created an inclusive, welcoming environment. Children are helpful and kind to one another and develop positive peer relationships. Children show a clear sense of belonging to the setting. They demonstrate their curiosity and enjoyment as they explore. Children play harmoniously while building towers and cooking cakes in the pretend café. Children engage in activities with enthusiasm and curiosity. They enjoy dancing to their favourite songs. The childminder promotes regular attendance and punctuality, so children benefit fully from the experiences on offer. Children are involved in many aspects of the provision. They make choices, such as which story to listen to, where to go on outings and whether to have milk or water. Children thoroughly enjoy attending.

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What it's like to be a child at this setting

Children's individuality is recognised and nurtured so they can flourish. For example, the childminder considers individual interests when planning activities, which maintains engagement and supports positive attitudes to learning. Children receive support that helps them to overcome barriers and make progress from their starting points. Activities and experiences are adapted to help them succeed. Children confidently engage in a thoughtfully planned environment where their individual needs are recognised and supported. For instance, children benefit from tailored adult support and an environment that is carefully organised to reduce barriers, enabling them to participate fully, remain engaged and develop independence. The childminder prepares children well for their next stages, including school. Children thrive because their needs are typically understood and met

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Address:

Registered person: Brierley, Laura Elizabeth

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30 through embedded partnerships with parents and carers. Effective communication ensures children's needs are met and progress is sustained.

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Next steps

The childminder should use assessment more consistently to plan activities that closely match each child's next steps. The childminder should strengthen the mathematics curriculum so that children develop a broader understanding of early mathematical concepts and vocabulary.

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About this inspection

The inspector spoke with the childminder and children during the inspection.

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About this inspection

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. Local authority: Lancashire

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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 .

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Urgent improvement

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Urgent improvement

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

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