Childminder in Warrington

Overall effectiveness Outstanding

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

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The provision is outstanding

The highly qualified childminder's exceptional knowledge of the areas of learning helps her to sequence children's learning. She knows what children are ready to learn and expertly challenges them to learn it. For example, she helps children to discover that cutting a square in half makes two rectangles or two triangles. The childminder's infectious enthusiasm inspires children's excitement about the properties of geometric shapes. She listens attentively to their responses and adjusts the content and level of difficulty of her teaching. This helps all children to make consistently rapid progress from their starting points.

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The provision is outstanding

The childminder promotes children's early literacy extremely well. For example, babies snuggle in and enjoy the repeated refrains in familiar stories. In a further example, pre-school children giggle in horror when the childminder suggests food such as 'spider spaghetti'. The engaging teaching helps them to identify and discriminate between the initial sounds of words.

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The provision is outstanding

Babies who are new to the provision settle in really quickly. They develop a close and positive attachment to the childminder and this helps them to become independent explorers. The childminder has established long-term links in the local community. This helps her to foster relationships that benefit children. For example, children regularly transfer between the childminder's provision and other settings. The childminder shares detailed information about children's welfare and development. This effective communication helps children to feel nurtured and safe. They cheerfully set off to pre-school with the childminder.

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need to do better?

n The childminder's teaching is skilfully perceptive. This is demonstrated well when children begin to match numerals to small quantities correctly. The childminder asks them to tell her how many there are when she adds one more. Children's answers help the childminder to pinpoint next steps for their learning precisely. The combination of her skilful enquiries and direct teaching is powerful. As a result, children begin to apply the principles of simple addition from a young age. n The childminder continuously evaluates and strengthens her practice. She enhances her professional knowledge and skills very effectively. For example, the childminder works closely with schools to find the most effective way to report on children's welfare and achievements. The accurate information that she provides helps teachers in school to quickly establish starting points for the next phase of children's education. This promotes continuity in children's

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need to do better?

learning very well. n The childminder promotes children's positive behaviour throughout the

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need to do better?

10 October 2019 curriculum. She helps children to form respectful relationships and to cooperate with each other. For example, the childminder supports children to agree who will wash the dishes in the play kitchen and who will dry them. Children therefore learn to divide tasks fairly and they become helpful members of the group. In a further example, the childminder sensitively encourages pre-school children to demonstrate to babies what they know about sharing. This helps children to recognise and take pride in the progress that they have made. n The childminder's teaching takes account of children's interests very well. For example, children decide that the small-world fire engine is a space rocket going to the stars. They listen intently when the childminder tells them the interesting names of planets, such as Mars and Jupiter. This helps children to rapidly expand their vocabulary in the context of meaningful play that fascinates them.

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need to do better?

The childminder extends children's knowledge even further when they tell her that the rocket is transporting a cargo of rubbish. She asks them what is included in the rubbish and they discuss whether and how it can be recycled. n The childminder skilfully uses stories to help children to understand that people who appear different also have things in common. For instance, children recall what they learned about when reading 'The Rainbow Fish'. They conclude that the fish was happier when he realised that there is something unique and special about everyone. Children also learn that people belong to different groups and may have different beliefs. The childminder expertly uses relevant examples. For instance, children find out that friendly rivalry between fans of sports teams is healthy fun. In addition, the childminder sensitively helps them to realise that extreme rivalry has the potential to harm people.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder demonstrates an excellent knowledge and understanding of safeguarding legislation and local child protection procedures. This helps her to make well-informed decisions about seeking timely advice and support if she is concerned about a child. The childminder keeps information about children safe. She makes sure that parents know the purpose and location of any images or data that she stores.

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Setting details

Unique reference number EY285691 Local authority Warrington Inspection number 10066524 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 6 Number of children on roll 10 Date of previous inspection 9 September 2015

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Information about this early years setting

The childminder registered in 2004 and lives in Birchwood. Her provision operates all year round from 7am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds qualified teacher status. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector observed the childminder's teaching. The childminder described how she tailors the curriculum to meet individual children's needs and interests effectively. n The inspector spoke with children and observed their play and learning. n Documents used in the provision were sampled. For example, the inspector read and discussed the childminder's privacy statement. n Parents and children had completed questionnaires about the provision. These provided evidence of satisfaction with the childminder's provision.

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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

10 October 2019 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

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

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