Fleet, Charlotte Clare

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

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The provision is good

Children are happy and settled in the well-resourced and welcoming environment. They form secure attachments with the childminder and her assistant. Children happily accept hugs and comfort. Children talk about their feelings and the feelings of their friends. They eagerly say they are 'super happy'.

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The provision is good

The childminder and her assistant have an ethos of kindness and empathy. They create a sense of well-being and nurturing through routines and activities. A wide range of natural resources are in place to enhance children's learning experiences. The childminder plans a broad range of exciting and stimulating activities, based on children's interests.

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The provision is good

The childminder consults parents, her assistant and children to identify areas to improve. Parents are generally very happy with the care provided to their children. They speak highly of the childminder and her assistant. Comments from parents include: 'My child loves going and smiles as soon as we pull up in the car.'

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The provision is good

The childminder and her assistant have high expectations of children's behaviour. Children behave very well and are kind to each other. They show high levels of independence, through daily routines such as tidying up and snack and lunchtimes.

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need to do better?

n The childminder and her assistant have high aspirations for children. They ensure that children have an extensive range of interesting play experiences. This helps children to develop the skills they need for their transitions to school. The childminder researches the latest concepts on child development. She uses the knowledge she gains to develop her practice to a high standard. n Children develop very good communication skills. They confidently recall a trip to pick strawberries. The childminder extends children's vocabulary. She explains that strawberries grow in spring and summer and why they do not grow in autumn. n The childminder and her assistant help children to learn about the world around them. For example, children spot a spider's web on the window. The childminder tells children a story about a spider. She follows this up with an activity, using a magnifying glass to examine the web. Children talk about how the web is the

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need to do better?

home of the spider. n Children's mathematical development is progressing well. This is through routine activities and following children's interests. For example, when washing ride-on toys, the childminder talks about how narrow or wide the brushes are. n The childminder promotes children's sense of well-being exceptionally well. She engages children in activities to identify what they are grateful for. Children

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need to do better?

12 September 2019 undertake random acts of kindness, such as baking cookies for neighbours. This helps to promote their empathy towards people around them. n The childminder and her assistant give lots of comfort to children. Children feel cherished and cared for. They develop close relationships with the childminder and her assistant. Children are very caring to each other. They help their friends to settle on arrival, by fetching them a teddy bear. n The childminder uses a variety of ways to communicate with parents. She keeps them informed about their children's progress. However, on occasion communication with parents is not of the highest standard. This leads to misunderstandings. n The childminder uses the diverse resources to promote children's learning. Children concentrate for long periods of time and become engrossed in activities. For example, they use cotton wool balls soaked in yogurt to create

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need to do better?

patterns on perspex screens. n The childminder uses funding to ensure that children have ample opportunities to develop to the best of their abilities. All children are developing in line with the expectations for their ages. In some areas, children are developing at above expected levels. n The childminder prioritises the well-being and development of her assistant. The assistant has grown in confidence and knowledge under the caring direction of the childminder. As a result, children have a wide range of enriched experiences.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant have undertaken training in child protection and wider safeguarding issues. They both have a secure knowledge of the signs and symptoms of child abuse. They know the correct procedures to follow if they have a concern about a child's welfare. As a result, children are safe in the care of the childminder and her assistant.

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should:

n ensure communication with parents is of a consistently high standard.

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Setting details

Unique reference number EY547757 Local authority Cheshire East Inspection number 10108277 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 1 to 10 Total number of places 12 Number of children on roll 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Crewe, Cheshire. She works with an assistant. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector held discussions with the childminder about the ethos of her setting and how she organises her practice to help children learn and progress. n The childminder led the inspector on a tour of the setting and explained how she organises her teaching and learning in order that children develop to the best of their ability. n The inspector spoke to family members of children and took into account the views of parents through written feedback. n The inspector observed the quality of education during activities indoors and outdoors, and assessed the impact on children's learning and development. n The inspector discussed an observation of children's learning with the childminder and also how the childminder tracks children's progress.

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Inspection activities

12 September 2019 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.

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Inspection activities

12 September 2019 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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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