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 Good

p.1

The provision is good

The childminder provides a home-from-home setting where children are happy and grow in confidence. She encourages children to be polite and respectful in their interactions and to use good manners. For example, children thank the childminder when she serves their snack. Children form secure attachments with the childminder. They behave very well and the childminder praises their efforts, building on their self-esteem.

p.2

The provision is good

Children are comfortable and relaxed in the childminder's care and freely access the toys on offer. The childminder knows children well and she has high expectations of what they can achieve. She builds on what children know and can do to help them to make good progress in their learning. She tracks children's progress to ensure that any gaps in their learning are closing quickly.

p.2

The provision is good

The childminder considers children's interests and plans an exciting range of activities for them. For example, children show a fascination with spiders, so the childminder plans activities based on nature and spiders for the day ahead. The childminder helps children to learn about how to keep themselves safe. For example, children learn about stranger danger and how to hold hands to cross a road safely.

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need to do better?

n Partnerships with parents are good. Parents' views and opinions are gathered through questionnaires and regular conversations. They state that they are, 'Very happy' and say, 'There is a good level of communication.' Parents also comment that they, 'Could not ask for a better service' and say, 'My child's speech has come on so much.' n The childminder uses the parents' preferred method of communication to inform them about what activities their child has been involved in and what their child has eaten. She offers suggestions of how to extend their child's learning at home and complements their child's learning in the setting. For example, one parent talks about how they are helping their child to learn about opposites, so the childminder incorporates this topic into her planning. n The childminder reads stories in a lively way to encourage children's interest in books and develop their enjoyment of reading. She helps children to make

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need to do better?

connections in their learning. For example, children look at the different animals on a pop-up toy and then read a story about a farm. She helps children to gain the key skills needed for their next stage in learning. However, occasionally, the childminder does not consider the impact of constant background noise on children's ability to listen and concentrate. n The childminder provides fun activities for children to help them to learn through

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need to do better?

15 October 2019 play. She shows them how to use a magnifying glass. For example, children excitedly hunt for the toy spiders in the leaves using the magnifier. The childminder asks questions about what children are doing. However, the childminder sometimes provides children with an answer before giving them time to think through their response to the question posed. n Children begin to understand early mathematical concepts and learn to count in sequence. They begin to recognise different colours as the childminder repeats 'red bus' and 'yellow car'. They enjoy singing along to familiar nursery rhymes. They move in time to the music as they dance and they beam with pride. n The childminder takes children to play barns where they have opportunities to climb and challenge their physical skills. She also takes children to places of interest in the local community, such as toddler groups, the library and parks, to

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need to do better?

help them to develop their physical and social skills. n Children are supported by the childminder to enjoy the healthy food options available, such as fruit and wholemeal toast. The childminder encourages children to adopt suitable hygiene routines from an early age. For example, children brush their teeth in the morning and wash their hands before eating their food and after playing outdoors.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge of the signs to be concerned about in relation to child protection and wider safeguarding matters. She has recently completed safeguarding training. She knows who to contact if she has any worries or concerns about a child's welfare or if there is an issue with a member of the household. The childminder visually risk assesses her premises prior to children arriving. She always keeps her dog separate from children to help to ensure their safety.

p.3

should:

n give children more time to think through their thoughts and answer questions before offering suggestions n help children to be able to listen, concentrate and engage more deeply in their activities.

p.3

Setting details

Unique reference number 304500 Local authority Cheshire East Inspection number 10126376 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 to 8 Total number of places 6 Number of children on roll 3 Date of previous inspection 8 December 2015

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Information about this early years setting

The childminder registered in 1995 and lives in Crewe, Cheshire. She operates all year round from 7.30am until 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 3.

p.4

Inspection activities

n The inspector observed the quality of teaching during activities and assessed the impact this had on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n A number of discussions were held with the childminder. n The inspector looked at relevant documentation and evidence of the suitability of persons living in the household. n Children were spoken to during the inspection. n Parents' written views were taken into account.

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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.

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Inspection activities

15 October 2019 15 October 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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