Childminder in Halton

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Not applicable

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The provision is outstanding

This wonderful childminder is keen for children to 'own' the setting. Children thrive here. For example, she empowers them to make assertive decisions and share their ideas as they shape their own activities. The childminder is sure to praise their excellent behaviour and superb determination. This inspires confidence and contentment in children. They persist during challenging activities and try their absolute hardest to succeed. The children and the childminder engage in constructive play together and are very proud of their efforts. This demonstrates a very respectful culture, in which all children are greatly valued.

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The provision is outstanding

The highly qualified childminder uses her exceptional teaching skills to extend children's learning through very high-quality interactions. Her enthusiasm captivates them. Children thoroughly enjoy the exciting activities, such as frequent learning walks to find out about local festivities or explore the changing seasons. They display great motivation and attention to detail as they solve problems through trial and error. For example, children focus intently as they experiment with different tools and actions to transport sand and rescue the toy cat that a child declares is 'stuck' and 'needs help'. The childminder follows the child's lead and they embark on an imaginative scenario to rescue the cat. Children find new equipment, such as pans from the play kitchen, and more effective ways to scoop to free the cat. They celebrate their success with cheers and clapping. These extremely positive attitudes speed children towards their learning goals.

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need to do better?

n The childminder delivers a highly ambitious curriculum. She conscientiously plans and sequences children's learning, using precise assessments to highlight their capabilities. This enables her to target children's progression specifically. The childminder expertly adapts her inspirational teaching to suit children's individual learning styles. This ensures all children, including those with special educational needs and/or disabilities, flourish and acquire the skills and knowledge they need for future learning. n The childminder skilfully incorporates children's interests in activities. She pays meticulous attention to the smaller steps that children need in order to achieve their end goals. For example, she purposefully weaves a child's interest in animals into a finger strengthening activity. This ignites children's curiosity. They pick up feathers using a pincer grip and push them into the dough. Children then

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need to do better?

hold pencils to draw large and small circles. The childminder makes it a game to draw very quickly and then slowly. Children collapse in laughter as the circles get bigger and the motion gets faster! They have terrific fun as they practise pencil control and develop their early writing skills. n To enrich children's knowledge and vocabulary, the childminder describes things

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need to do better?

14 November 2019 in the environment, such as statues and poppies in connection with Remembrance Day. She uses highly effective questioning as children explore their new discoveries. The childminder encourages children to use new words in context and build more complex sentences. This confirms their understanding and demonstrates improved language skills. n Other professionals, such as speech therapists, liaise closely with the childminder. They help her to strengthen her knowledge of specific needs and further promote support for individual children. The childminder is committed to increasing fluency in children's speech and language. For example, she practises mouth exercises with them to improve how they form words. This helps to progress children's communication skills. n Parents are highly complimentary about their 'superb interactions' with the childminder. They appreciate guidance from her to help them ensure consistency

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need to do better?

in their children's learning at home. For example, they complete 'mathematics challenges' to improve children's competency with early mathematical concepts such as counting sets of things and recognising shapes and numerals. Parents comment on the childminder being 'supportive', 'working with us in finding solutions', and 'giving advice on development'. This highlights exceptional partnerships with parents. n The childminder is exceptionally skilled in helping children to manage their strong emotions and understand the impact on others. For example, she empathises and expertly supports children to understand how they feel. Together, they find ways to navigate situations that children find difficult, such as meeting new people. The childminder helps children to instil belief in themselves and develop their social confidence. Even while overcoming their wariness of new people, children demonstrate incredible self-control and poise.

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need to do better?

This shows their consistently high levels of respect for people. n Children join in rich experiences that promote their understanding of people, families and communities. For example, they converse with people from different backgrounds. Children find out about similarities and differences, such as why some people wear different clothing. This helps children to learn to respect others and understand what makes them unique.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Safeguarding children is absolutely central to the childminder's practice. She has embedded a very clear strategy, including detailed policies and procedures, to protect children from risk of harm. She uses training to update, reflect on and improve her practice. The childminder has an in-depth knowledge of how to identify potential abuse or neglect and assess the child's level of need. She is confident to make early interventions or referrals to multi-agency teams should she have any concerns. This shows great commitment to prioritising children's welfare and keeping children safe.

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Setting details

Unique reference number EY549937 Local authority Halton Inspection number 10126880 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 0 to 1 Total number of places 6 Number of children on roll 2 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. She operates all year round, Monday to Friday from 7.30am to 5.30pm, except for bank holidays and family holidays. The childminder provides funded early education for three- and four-year-old children. She has qualified teacher status.

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Inspection activities

n The inspector observed planned activities and discussed the impact of teaching on children's learning with the childminder. n The childminder discussed her practice with the inspector throughout the inspection, including safeguarding, the curriculum, professional development and policies and procedures. n The inspector reviewed documentation, including suitability of people living on the premises. n In order to assess safety and suitability, the inspector had a tour of the premises. n The inspector spoke with one parent and read feedback from several other parents; she took account of their views.

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Inspection activities

14 November 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

14 November 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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