Childminder 304594

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

The childminder creates a welcoming and calm atmosphere for children and they thoroughly enjoy spending time with her. Children have formed strong attachments with the childminder and have made close friendships with their peers. Children are happy and settled. They play harmoniously together, taking turns and sharing equipment. Younger children giggle with joy as they play peekaboo with the childminder. Older children play imaginatively with the farm while they make up their own stories.

p.2

The provision is good

The childminder adopts a curriculum that is rich in language and actively promotes communication and language skills. Children gain a love of books and enjoy snuggling up to the childminder as she reads a range of stories. Younger children join in by making the animal noises of characters in the story. Older children answer questions about what is happening in the story and make predictions about what may happen next. While this is helpful in promoting children's early literacy skills, the childminder does not provide children with opportunities to learn about letters and the sounds they make, to further extend their learning.

p.2

The provision is good

Children have opportunities to develop their growing independence. For example, they meet their own care needs as they wash their hands before eating. Younger children feed themselves and older children put on their own coats and shoes before going outside. The childminder consistently praises their efforts. This helps to support children's self-esteem and gives them confidence in their own abilities.

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need to do better?

n The childminder has forged good links with local schools, nurseries and other childminders. She liaises with a range of professionals to share good practice and to ensure children's needs are being met. Self-evaluation includes the views of children and parents. The childminder has recently purchased resources to develop further the children's love of songs and books. n Children benefit from weekly trips to the library. They learn about the job roles of librarians and how to borrow their favourite books. This is helping children to learn about the wider world. Children are keen to show the inspector the stamps that they have been collecting in their library books. n Mathematical skills are actively promoted. The childminder encourages children to count out how many toys they have and to recognise shapes as they glue them onto their pictures. She introduces mathematical language such as 'bigger' and 'smaller' to children as they choose which sized shape they would like to

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need to do better?

use. n The childminder builds effective relationships with parents and regularly shares information about children's learning. She suggests how parents can help their

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need to do better?

10 October 2019 children to achieve the next steps in their learning. This helps to support children's learning at home. Parents praise the childminder for helping children learn and develop new skills in a safe, caring and nurturing environment. n The childminder has high expectations for children's behaviour and conduct. She has embedded the rules of the setting and encourages children to respect each other and to celebrate their similarities and differences. Children celebrate together when babies take their first steps at the childminder's house. Older children enjoy practising their catching skills as they throw balls to each other. n Children show high levels of listening and attention skills. Communication and language are promoted by singing songs, sharing stories and asking children questions. However, the childminder does not provide children with opportunities to learn about letters and the sounds they make, to further extend

p.2

need to do better?

their early literacy skills. n Children benefit from meaningful learning experiences that are planned according to their interests. The childminder tracks the development of all children and plans effectively for their next steps. She updates her professional development by attending face-to-face training and accessing online training. n Children make good progress from their starting points. They are working at a level typical for their age and acquire the key skills needed for the next stage in their development and eventual move to school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her responsibility to protect children. She has a good knowledge of the signs and symptoms that indicate a child may be at risk of harm. The childminder knows how to report any concerns she may have about a child's welfare. She keeps her knowledge up to date by attending training courses, online training and webinars. This has given her an in-depth knowledge of the wider issues relating to safeguarding. The childminder identifies and successfully minimises potential hazards in her home.

p.3

should:

n increase opportunities for children to learn about letters and the sounds that they make, to further extend their early literacy skills.

p.3

Setting details

Unique reference number 304594 Local authority Cheshire West and Chester Inspection number 10109597 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 9 Total number of places 6 Number of children on roll 7 Date of previous inspection 5 June 2015

p.4

Information about this early years setting

The childminder registered in 1998 and lives in Winsford. She operates all year round from 8am to 5pm Tuesday to Friday and from 8am to 5pm every other Monday, except for bank holidays and family holidays. The childminder holds a relevant early years qualification at level 5.

p.4

Inspection activities

n The inspector observed the quality of teaching during activities, inside and outdoors, and assessed the impact this has on children's learning. n A joint observation was completed by the inspector and the childminder. n The inspector held discussions with the childminder and children at appropriate times during the inspection. n Parents' views were taken into account through written feedback provided.

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.

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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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