Childminder in Cheshire East

Inspection date

Previous inspection date 20 March 2018 5 December 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

 The childminder is well organised and has a very professional attitude. She is well qualified and actively accesses ongoing training, which helps her to meet the specific needs of children she is caring for. She ensures her assistant is similarly well informed.  The childminder assesses children's progress and plans activities based on their next steps in learning. She takes children's interests into account when organising play opportunities. Children benefit from a well-planned indoor environment and ample opportunities to play and learn outdoors, and on trips out into the local community.  Parents are delighted with the service the childminder and her assistant provides. They feel well informed and find her very accommodating of their needs. They describe the setting as calm and peaceful. Parents of children who speak English as an additional language say they have seen a huge improvement in their children's abilities.

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This provision is good

 Children have very warm relationships with the childminder and her assistant. Clear routines provide them with good structure to their day. This keeps them well occupied and ensures their needs for rest and refreshment are addressed. They are well behaved and supported to become increasingly independent.

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It is not yet outstanding because:

 Although the majority of activities are well planned, there are occasions where children are not encouraged enough to develop their understanding of letters and the sounds they represent and mathematical concepts.

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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

 provide more opportunities for all children to develop their understanding of letters and the sounds they represent and mathematical concepts.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector completed a discussion about an activity with the childminder.  The inspector had discussions with the childminder and children. She looked at relevant documentation, such as the childminder's plan for improvement and children's records.  The inspector read all the written testimonials from parents and older children and took account of their views.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder and her assistant clearly understand what would constitute a safeguarding concern and what they should do about any concerns they may have. The childminder reviews her assistants work and encourages him to undertake training that further develops his teaching skills and understanding of welfare requirements. The childminder assesses risks effectively in the home and on outings, adjusting safety processes as children develop. Children are always supervised when the dog is present. The childminder has an action plan which she uses to identify and implement improvements. The local nursery teacher praises the childminder's willingness to develop effective partnership working with the local school.

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Quality of teaching, learning and assessment is good

The childminder and her assistant get actively involved with children to excite and engage them in their play and learning. She understands that everyday play can be adapted to expand children's understanding and skills. She shows children how to use objects. For example, she shows them how to make dough and how marks can be made in flour. She encourages very young children to crawl and encourages them to move towards interesting objects. Children including those who speak English as an additional language are well supported to develop their communication and social skills. The childminder interprets the needs of older babies effectively as they communicate through gestures. She follows the advice of a speech therapist for children who need additional help to develop their clear speech. She talks to children and explains what is happening. This builds on their understanding and gives them time to hear and practise new words.

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Personal development, behaviour and welfare are good

The childminder and her assistant provide a home-from-home environment. They praise children's achievements and encourage their confidence to try to develop new skills. The childminder meets up with other carers to provide frequent opportunities for children to be sociable and to mix with others. Children learn to play together and develop their understanding of sharing and taking turns. The childminder has good relationships with parents and works with them to ensure children's emotional and practical needs are well supported. She follows parents' wishes. For example, she supports the way they want to wean their baby or gives them ideas on stopping the use of soothers.

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Outcomes for children are good

Children are bright and inquisitive. Most children are making expected progress and are well prepared for the next stage in their learning. Children demonstrate good levels of understanding even before they can speak fluently, by responding to questions and suggestions the childminder makes during general play. They have good physical skills and coordination when using scooters and tricycles. They are motivated to skilfully use tools as they make their own dough. Young children start to understand the importance of a healthy diet as they make choices and help to prepare their own wraps at lunchtime.

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Setting details

Unique reference number EY410962 Local authority Cheshire East Inspection number 1105121 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 12 Number of children on roll 10

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Name of registered person

Date of previous inspection 5 December 2014

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Telephone number

The childminder registered in 2010 and lives in Crewe, Cheshire. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with an assistant. The childminder holds an appropriate qualification at level 3. The childminder provides funded early education for two-, three- and four-year-old children.

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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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