Childminder in Cheshire East

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

p.1

The provision is good

The childminder is keen to broaden children's experiences. She works with parents to gather precise information about children's abilities, backgrounds and values. This helps her to make learning meaningful. For example, she introduced French lessons to help children to adapt when they visit family in France.

p.2

The provision is good

The childminder communicates high expectations for every child. She sequences learning with children's interests and characters in mind. She plans challenging activities which inspire children and boost their confidence, skills and knowledge. For example, children develop their understanding of mathematical concepts as they compare vegetables they have grown. They enjoy exciting outings to music groups, farms and the library to expand their learning.

p.2

The provision is good

The childminder focuses on developing children's vocabulary and language through regular reading and singing sessions. Children join in with stories, repeat phrases and guess what might happen next. They respond to questions and share their ideas, often making connections to previous experiences. The childminder models language well and helps children to understand new words. For example, she uses actions, pictures and sign language to help with explanations.

p.2

The provision is good

Children are curious and enjoy challenges. They use their senses to explore. For example, children are determined to find shells in sand, using different tools to scoop and dig. They comment on patterns and textures as they make shell imprints in dough. Other sensory experiences include listening to different types of music, baking and nurturing their sensory garden.

p.2

need to do better?

n The childminder successfully engages parents in children's learning at home by keeping them fully informed and providing support. For example, she offers parents printouts of children's favourite recipes, links to new songs, sign- language sheets and key words to practise. Parents are highly complimentary. They say their children are enthusiastic about their days with the childminder. n The quality of teaching is good. Children make good progress across all areas of learning. They respond positively to the childminder, listen attentively and concentrate while learning. However, sometimes, they lose interest when the childminder overlooks their choices. For example, children ask for certain stories but they are not necessarily read. n The childminder teaches children to appreciate similarities and differences between people and cultures. As they explore the wider world, they learn about communities, festivals and countries. For example, children try new foods, find

p.2

need to do better?

out about traditional dress, and locate countries in an atlas. This encourages

p.2

need to do better?

25 September 2019 children to treat all people equally and with respect. n The childminder teaches children how to manage risks. For example, she addresses potential dangers when using the internet and educates children about risks on outings. n The childminder is sensitive and caring. Children develop a strong sense of security and belonging. They are self-assured as they begin to develop their independence. Children are generally well behaved. Inevitably, there are occasional issues, such as when children are learning to share. While the childminder diffuses incidents calmly, she does not always teach children how to manage their behaviour. n The childminder establishes effective routines to help children to feel settled. She helps children to begin to recognise their own physical needs. For example, children realise when they need to rest. Lullabies help them to settle easily. n The childminder completes regular training on subjects such as mathematics and

p.2

need to do better?

phonics. She keeps her skills and knowledge up to date and uses what she has learned to improve her practice. For example, the childminder uses props to enhance rhyme time. This inspires children to develop their speech in an enjoyable way. n The childminder is an active member of a well-established network of professionals. She seeks information from other settings, the local authority and other childminders to help her to continuously improve her practice. For example, she has recently introduced an outdoor writing table to encourage children to experiment with making marks.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder reacts in a timely manner to information about potential concerns. She researches safeguarding issues and uses effective questioning to support her understanding of situations. The childminder offers help to families and children through strong partnerships and by recommending sources of information. She is familiar with how to report any concerns and has policies and procedures in place for various safeguarding issues. The childminder has completed additional safeguarding courses, such as Channel General Awareness, to help to increase her knowledge of the 'Prevent' duty guidance.

p.3

should:

n strengthen teaching practice to better realise children's choices and fully engage them in extended learning opportunities n focus more precisely on helping younger children to manage their strong feelings and emotions effectively.

p.3

Setting details

Unique reference number EY548496 Local authority Cheshire East Inspection number 10107373 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 6 Total number of places 6 Number of children on roll 7 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Sandbach, Cheshire. She operates all year round from 7.30am to 6pm, Monday to Friday, except for family holidays.

p.4

Inspection activities

n The inspector observed planned activities and discussed the impact of teaching on children's learning with the childminder. n The inspector spoke with the childminder about safeguarding, behaviour management, the curriculum and strengths and weaknesses of the provision. n The inspector reviewed documentation, including evidence of the suitability of persons living in the household, progress checks for children aged between two and three years, policies and procedures. n The childminder had a tour of the premises to assess safety and suitability. n The childminder spoke with parents and took account of their views.

p.4

Inspection activities

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.

p.4

Inspection activities

25 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.

p.4

Inspection activities

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 .

p.5

Inspection activities

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

p.5

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.5

Inspection activities

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

p.5