Childminder in Halton

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 demonstrate that they feel secure. They are comfortable to approach the childminder and her assistants for support. Children chat happily to visitors about what they are doing. The childminder and her assistants closely monitor children's development. They work effectively with parents and other professionals to help children make good progress in all areas of learning. Children have frequent opportunities to sing and listen to stories. They show good levels of concentration as they listen with interest. They respond to the childminder's prompts to join in, for example making cross faces like the giant in the story. The childminder introduces new words, such as 'harp', to help children build on their range of vocabulary. The childminder has high expectations for children and plans activities to challenge and extend their learning. For example, as children enjoy a matching activity, she asks them to distinguish between 'small', 'medium' and 'big' leaves.

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The provision is good

This supports children to enhance their understanding of early mathematical concepts.

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need to do better?

n Children demonstrate a very good understanding of early mathematical concepts. For example, at lunchtime, children tell the childminder that 'the baby's cup is small, mine is big'. Younger children discuss colour as they sort jelly beans into groups of the same colour. Older children count the spots on a dice and jump up a number line. n The childminder and her assistants provide a varied and interesting curriculum to inspire children to learn. For example, children show curiosity as they explore a bucket filled with different beans. However, some activities are too adult- directed. This means that children do not consistently have opportunities to explore and develop their own ideas. n Children have good opportunities to learn about the world around them. For example, they enjoy walks in the local area. Children look out of the window and describe the weather. They excitedly shout 'grey clouds, looks like it is going to

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need to do better?

rain'. They find their wellingtons and persevere as they put them on without adult support. n Overall, the childminder and her assistants promote children's language development well. For instance, during a planting activity, children tell the childminder 'we are doing it'. The childminder models clearly 'yes, you are scooping the soil'. This helps children to hear and learn new words to build on their early speech. The childminder and her assistants engage in meaningful conversations with children, such as discussing what clothes to wear in cold weather. However, on occasions, they do not allow children enough time to process their thoughts and respond to questions. n Children generally behave well and have good social skills, such as sharing and

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need to do better?

10 October 2019 taking turns during activities. They sit together for meals and chat to their friends. The childminder teaches children to be respectful and tolerant of others. For instance, she explains that their friends may have different ideas to their own, for example what game to play. Children know that some of their friends speak more than one language. This supports them to gain an awareness of other families and communities in the world. n Children have a good understanding of how to be healthy. For example, as they wash their hands, they discuss the importance of removing germs. Children talk about different vegetables and know that eating vegetables will make them strong. Children have frequent opportunities to spend time in the childminder's garden. The childminder takes children to extra activities in the community, such as gymnastics and dancing. This helps them further develop their physical skills.

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need to do better?

n The well-qualified childminder values the importance of continuing professional development. She regularly monitors her assistants' performance to help them continue to improve their teaching. The childminder provides opportunities for them to access additional training to broaden their skills and knowledge. For example, her assistants comment that learning sign language has enhanced ways of supporting children's communication skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistants have a good understanding of how to keep children safe. They complete a detailed safeguarding assessment to minimise any potential risks to children's safety. They can identify possible signs that children may be at risk of harm, and confidently explain what they will do if they have concerns about children's safety or well-being. The childminder ensures that safeguarding training is updated and that local safeguarding contacts are current. The childminder and her assistants give children clear explanations for safety rules. For example, they tell children 'if you rock on the chair, you may fall backwards and hurt yourself'.

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should:

n extend opportunities for children to explore and develop their own ideas n allow children more time to process their thoughts and respond to questions, to further enhance their good language development.

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Setting details

Unique reference number EY549142 Local authority Halton Inspection number 10109545 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 7 Total number of places 18 Number of children on roll 18 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Widnes, Cheshire. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder has qualified teacher status. She works with two assistants. The childminder offers funded early education places for two-, three- and four-year-old children.

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Inspection activities

n The childminder and inspector jointly observed an activity. They discussed the quality of teaching and the impact on children's learning. n The inspector interacted with children and the childminder's assistants at various points during the inspection. n The inspector examined a sample of relevant documents and evidence of the suitability of people living in the household. n The inspector discussed children's learning and progress with the childminder, including their next steps and interests. n The childminder showed the inspector around her home. She discussed the range of resources available and how these support children's learning. n The inspector looked at parents' written testimonies and took these into account.

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Inspection activities

10 October 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

10 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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