Childminder in Cheshire West and Chester

Inspection date 14 March 2019 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n Children behave very well. They know how to share resources, take turns and cooperate. Children have a strong sense of belonging and show genuine care and affection towards one another. They develop secure friendships and settle very well. n Parents express high levels of satisfaction with the quality of their children's care. The childminder regularly shares the assessments of children's progress with parents and keeps them informed of daily activities. She also supports parents to be active in their children's ongoing learning and development at home. n Self-evaluation is good. Overall, the childminder works closely with her co-childminder to regularly self-evaluate her practice. They provide a broad and stimulating learning environment to enable all children to flourish. n The childminder provides children with a good range of opportunities to learn about their local community. Children enjoy regular outings to the park and playgroups, which

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This provision is good

further enrich their good understanding of the world they live in. n The childminder has established good links with other early years settings that children attend. She regularly gathers and shares information to ensure that children benefit from robust continuity of teaching and learning. Consequently, gaps in learning narrow and children make good progress. n The current programme of professional development does not focus sharply enough on raising the quality of teaching to the highest level. n At times, the childminder does not always consider the opportunities that arise during children's play, to extend and build on their mathematical learning. n Occasionally, the childminder moves children on to other activities too quickly, which does not allow children enough time to naturally conclude their play and achieve their intended outcomes.

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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

n extend arrangements for professional development that provide more opportunities to help raise the good quality of teaching to a higher level n make the most of the opportunities that arise during children's play to extend and build on their mathematical learning n provide children with enough time to naturally concluded their play, to enable them to achieve the best possible learning outcomes.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector spoke with the childminder, co-childminder and children during the inspection. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector took account of the views of parents through verbal and written feedback provided. n The inspector looked at relevant records, documents and policies. She checked the suitability of all persons living and working at the premises.

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Effectiveness of leadership and management is good

The childminder and co-childminder have created a very welcoming setting where all children have a positive attitude towards their learning. Resources are exciting and can be accessed independently by children. Safeguarding is effective. The childminder and co-childminder know the procedures to follow should they be worried about the safety or welfare of children in their care. The childminder uses an assistant when required and ensures that she attends mandatory training, such as safeguarding. Children's overall development is monitored well. The childminder maintains a good overview of children's progress, which helps her to identify any gaps in their learning. The childminder uses her knowledge well to continually reflect on her practice and to ensure children have good- quality learning opportunities.

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Quality of teaching, learning and assessment is good

The childminder gathers relevant information from parents before children start at the setting. She has a good understanding of children's individual personalities, interests and capabilities. She completes regular observations and plans activities which motivate children to be excited and engaged in their learning. For example, children show high levels of concentration as they enjoy filling cones with cotton wool. They use their imagination to pretend that they are at the circus, as they give out tickets and play with juggling balls. Children benefit from small-group time where the childminder and her co- childminder provide activities based on children's abilities. These opportunities further enrich children's learning and support them to achieve good learning outcomes.

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Personal development, behaviour and welfare are good

Care practices are good. High priority is placed on supporting children's emotional well- being. The childminder develops warm and trusting relationships with children. She offers younger children cuddles and reassurance when they need it and responds to their individual needs well. For example, she adapts routines to ensure their personal care needs, such as sleep and nappy changing arrangements, are met. As children grow older, their personal care skills and independence increase. They help tidy up after activities, wash their hands and use the toilet independently. The childminder acknowledges children's efforts and achievements with plenty of praise and encouragement, helping to build their self-esteem. Children are motivated to explore the resources on offer and are confident to follow their own interests. For example, children use boxes to build towers. They enjoy problem solving as they learn how to build the

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Personal development, behaviour and welfare are good

tower higher, and laugh with excitement as the boxes fall down.

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Outcomes for children are good

Children are well prepared for their next stage in learning, including their move on to school. They are enthusiastic learners and remain focused in their play for extended periods of time. Older children show good literacy skills as they enjoy using white boards to develop their early writing. Younger children delight in exploring the texture of paint to make marks on paper.

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Setting details

Unique reference number EY542694 Local authority Cheshire West and Chester Inspection number 10090279 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 11 Total number of places 18 Number of children on roll 22 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and lives in Chester, Cheshire. She operates Monday to Friday, all year round, between the hours of 7.30am and 6pm, except for family holidays. The childminder holds an appropriate qualification at level 3. She works with a co-childminder and has occasional support from an assistant.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 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.

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Registers

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 .

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Registers

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Registers

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Registers

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

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