Childminder in Cheshire West and Chester

Inspection date

Previous inspection date 16 February 2018 30 October 2014

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Professional development has a positive impact on the childminder's teaching. For example, she has used skills learnt from an outdoor learning course to extend the range of toys and resources in her own garden. This helps to promote children's rich learning opportunities outdoors.  The childminder effectively promotes children's personal, social and emotional development. For example, she teaches children to show respect for those who have the same or different views to themselves. One of the ways she does this is by taking children to different places of worship. This also helps to extend children's knowledge of the world.  The childminder, generally, quickly identifies gaps in children's learning. She adapts her teaching to help narrow any gaps over time.  The childminder is skilled at teaching children about rules and boundaries. She helps young children to share, take turns and learn how to keep safe using consistent and

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This provision is good

positive behaviour management strategies.

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It is not yet outstanding because:

 The childminder does not plan for children's next steps in literacy and physical development as effectively as possible, to help children to rapidly develop their early writing skills.  The childminder has identified ways to involve parents further in their children's learning. However, she has not yet implemented these to keep parents well-informed about their children's levels of achievement and next steps in learning.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 enhance the planning of children's literacy and physical development and extend the opportunities for children to practise and develop their early writing skills  implement plans to build on the information shared with parents to help them guide their children's learning at home and have an even better understanding of their children's rate of progress.

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Inspection activities

 The inspector held discussions with the childminder. He looked at relevant documentation and evidence of the suitability of persons living in the household. The inspector toured all areas of the childminder's home used to care for children.  The inspector observed the quality of the childminder's teaching. He assessed the impact teaching has on children's learning and discussed with the childminder children's levels of achievement.  The inspector spoke to children during the inspection and observed their play indoors and in the garden. The inspector viewed parents' written feedback and took account of their views.  The inspector completed a joint evaluation of an activity with the childminder. He discussed self-evaluation with her, including plans for future improvement and professional development.  The inspector discussed with the childminder about her safeguarding and health and safety procedures used to help keep children safe in her care.

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Effectiveness of the leadership and management is good

The childminder evaluates her provision well and regularly seeks the views of others, including children and parents, about how to develop further. She has strong plans for future professional development to help enhance her teaching. For example, the childminder has identified training to enable her to better promote children's communication skills. She has identified this from monitoring children's learning to help her close gaps in their language development more rapidly when they first start. Safeguarding is effective. The childminder has effectively minimised the risk of her pet dog to children. For example, she keeps the dog's food and drinking water away from children and ensures her garden is free from animal waste. The childminder is knowledgeable about all aspects of safeguarding legislation and she knows how to report concerns about children's welfare.

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Quality of teaching, learning and assessment is good

The childminder's interactions with children are strong and help them become confident communicators. For example, she introduces new vocabulary for young children to repeat and learn new words. The childminder also gives children clear instructions, which they learn to follow as they develop their understanding of language. The childminder plans activities that successfully build on children's interests and promotes their engagement in learning. For example, children thoroughly enjoy playing with musical instruments. They choose what instrument to play with as they start to develop independence in leading their own learning. The childminder encourages children to shake and tap the instruments to make sounds. Children move their bodies to the sounds they make.

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Personal development, behaviour and welfare are good

The childminder successfully promotes children's motivation to learn. She helps young children to sustain their interest for short periods before moving on to the next activity. Children have strong bonds with the childminder. They clamber onto her knee to seek physical affection and feel secure in her care. Children are developing good self-care skills. The childminder encourages children to feed themselves to help develop their independence at mealtimes. New children settle in well. The childminder works with their parents to get to know children's care needs and routines and uses this information to help promote continuity in their care. The childminder provides a good range of nutritious meals and snacks to help promote children's healthy diet.

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Outcomes for children are good

All children make good progress and are learning the skills they need for the next stage in their learning, including their eventual move on to school. Children develop good early reading skills. They listen to stories and take an interest in the illustrations, counting the items in the picture. Children become increasingly confident in operating simple technology equipment. They know how to press buttons to make sounds on music devices. Children are imaginative. They use toy people, vehicles and houses to make up stories.

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Setting details

Unique reference number EY395098 Local authority Cheshire West and Chester Inspection number 1104980 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 6 Number of children on roll 8

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Name of registered person

Date of previous inspection 30 October 2014

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Telephone number

The childminder registered in 2009. She lives in the Blacon area of Chester. She holds a relevant childcare qualification at level 3. The childminder operates all year round, from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays, and provides occasional overnight care.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

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Telephone number

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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