Childminder EY545881

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

The childminder and her assistant work well together. They make a good team and get involved with children as they play. The childminder creates a welcoming, attractive and child-friendly play environment for children. She provides a range of interesting resources that children access freely. Children settle very quickly and demonstrate a strong sense of belonging. They build close bonds with the childminder and her assistant. Children are happy and demonstrate that they feel safe and secure. They behave very well and are polite to others.

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The provision is good

The childminder provides many opportunities for children to spend time outside. For example, children enjoy exploring nature during countryside walks. They collect conkers and leaves and learn about the natural world. The childminder teaches children to care for living creatures. For example, she encourages them to be gentle when they find a slug in the garden. One-year-old children practise their early walking skills in the garden. Younger children enjoy filling and emptying containers, leading their own play well. Older children use large arm movements as they paint the fence using water and a brush. They demonstrate good physical skills. Children engage well in learning overall. The childminder does not plan some activities highly effectively so that all children remain deeply engaged in their learning.

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need to do better?

n The childminder assesses children's development from the outset, including those in receipt of funded early education. This helps her to quickly identify gaps in their learning. The childminder provides early intervention to support children's future success and good progress. n Older children are independent. They take on responsibilities, such as helping to cut up fresh fruit for snack time. Older children proudly announce, 'Snack is ready'. They show good levels of confidence and self-esteem. The childminder and her assistant are good role models. They encourage younger children to share, take turns and be respectful. n Children develop good mathematical skills. For example, older children learn about size as they look through a magnifying glass. They move it backwards and forwards to investigate how the size of a conker gets bigger and smaller. Older children state with confidence, 'Look, it's gone bigger'. One-year-old children

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need to do better?

explore speed and momentum. For example, they observe with interest how quickly a conker rolls down a drainpipe. They delight when it pops out of the other end. The childminder encourages the youngest children to join in. She praises their achievements when they are successful. This helps younger children to build confidence and self-esteem effectively. n Children enjoy looking at books and have opportunities to become good

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need to do better?

16 October 2019 storytellers. For example, older children retell a favourite story with confidence. The childminder provides puppets and props to engage younger children in stories. This helps all children to develop good literacy skills. The childminder and her assistant join in with children as they play. They introduce new words and ask questions to help children to develop their speech. n The childminder has high expectations of children and a good understanding of how they learn. She gets to know children in her care well. However, the childminder does not always plan and implement activities so that all children remain deeply engaged in learning at the highest levels. n The childminder forms strong partnerships with parents. She liaises with them very well. The childminder shares detailed information with parents about their children's development. This helps to keep them updated. The childminder

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need to do better?

gathers the views of parents and children. Parents consistently comment that the childminder is 'warm', 'kind' and 'caring'. Older children write, 'She is the best childminder ever. She always plays with me'. The childminder shares some information with other settings that children attend. However, she has not developed these partnerships further to promote a two-way flow of information that complements children's learning even more. n The childminder monitors her assistant's practice closely. She provides opportunities for her assistant to access training to enhance her skills further. Self-evaluation is effective. The childminder and her assistant identify what is working well and any areas for continual improvement.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant have a secure understanding of child protection. They know how to recognise possible signs and symptoms of abuse and neglect. The childminder has a clear understanding of how to make a referral should she have a concern about a child's welfare. The childminder and her assistant keep their knowledge up to date by accessing regular training, including safeguarding and first aid. They supervise children well during the day. The childminder completes safety checks for the premises and on outings to ensure that children play and learn in a safe environment.

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should:

n strengthen the planning and implementation of activities so that all children remain highly engaged in their learning n develop further partnerships with other settings that children attend to promote a two-way flow of information that complements children's learning even more.

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Setting details

Unique reference number EY545881 Local authority Halton Inspection number 10099438 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 12 Number of children on roll 16 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, Monday to Friday from 7.30am to 5.30pm, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 3. She works with an assistant. The childminder provides funded early education for three-year-old children.

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Inspection activities

n The childminder discussed with the inspector how she organises the curriculum for children in her care. n The inspector observed children at play and discussed their development with the childminder. n The childminder and the inspector completed two joint observations together. n Children, the childminder and the assistant spoke to the inspector at appropriate times during the inspection. n The inspector spoke with parents. She took account of written feedback parents had provided. n The inspector checked evidence of the childminder's qualifications.

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Inspection activities

16 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

16 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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