Childminder EY396664

Overall effectiveness Good

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

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The provision is good

The children thoroughly enjoy their time with this well-organised childminder. She creates a friendly environment where children demonstrate, through their behaviour, that they are happy and feel safe and secure. Children can explore the inviting, well-equipped playroom, which sparks their imagination and supports their learning. For example, they enjoy serving the 'customers' at the play shop and learn to handle and count the play money. They also like practising their phonic skills, reciting the sounds letters represent and posting the letter into the frog container.

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The provision is good

Children have good relationships with one another. Those new to the setting settle quickly and start to learn from their older friends. They are kind to one another and are learning to share. Older children remind their younger playmates about the simple rules they follow at the childminder's house. The atmosphere is supportive and calm. Children enjoy helping to look after the childminder's dogs and watching the cat. They learn to be caring and gentle towards animals.

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The provision is good

The childminder assesses what children know and can do, and plans activities which are organised to stretch each of the children. For example, a dentist activity allows some children to develop their toothbrushing skills, while others move on to discuss the different parts of a tooth. Some children predict how many teeth they think an adult may have and then count the model to check their prediction.

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need to do better?

n The children are very confident and have a positive attitude to learning. They have very good communication skills and talk with self-assurance and clarity. They use their rhyming and alliteration skills as they make up new songs and enjoy remembering and retelling jokes. Children's vocabulary is extended through meaningful conversations with each other and the childminder. The childminder introduces new, sometimes complex, words to them and explains what they mean, such as 'dinghy' and 'weir'. Young children mention that the colours they are using are also used in 'camouflage'. n The childminder uses online forums and training to keep up to date with changes in legislation and safeguarding issues. She also gathers ideas for her curriculum online. She has developed a system which streamlines her record- keeping workload. She still ensures that she has all the information she requires to assess and track children's progress accurately. Parents are very well

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need to do better?

informed about their children's development and how they can support learning at home, through online and face-to-face communication. n Children are very well supported to develop their literacy skills. They develop a love of reading and have easy access to a range of books. The childminder reads

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need to do better?

16 January 2020 to them in an engaging way which captures their interest and develops their understanding of what is being said. Children start to identify letters and the sounds they represent. Before they start school, most children can write their own name. n The childminder reacts to information from parents about children's interests and concerns. For example, she plans activities which allow children to play with dentistry tools and provides an opportunity for them to discuss fears about attending the dentist. She is less successful in helping younger children develop a clear understanding of how to keep themselves and others healthy, for example helping children understand what to do when they sneeze and why they are washing their hands. n The childminder builds a curriculum which expands children's horizons. Children are exposed to a range of experiences which develop their understanding of the

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need to do better?

world around them. They understand that there are differences in the way families are constructed and that some people have disabilities or celebrate different religious festivals. Children who are bilingual have both of their languages valued and enjoy sharing their knowledge with their friends. n Parents comment on how impressed they are with the childminder's clear routines and strong behaviour expectations. They feel very well informed about what happens during the day. They praise the range of activities their children enjoy. They believe that their children are making significant improvements in their language and social skills, and they would wholeheartedly recommend the childminder.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands what would constitute a safeguarding concern and where she should report any concerns. She has a comprehensive safeguarding policy, which is based on advice from her local authority. The childminder ensures that her home is secure and that any risks have been minimised. This includes measures to minimise any potential risks from the pet cat and the dogs. The childminder discusses the safe use of computers with the children, helping them develop an understanding of how to keep themselves safe when using information technology.

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should:

n make the most of opportunities for children to develop ideas and a deeper understanding of how they can keep themselves and others healthy.

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Setting details

Unique reference number EY396664 Local authority Cheshire East Inspection number 10106519 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 2 to 8 Total number of places 6 Number of children on roll 8 Date of previous inspection 5 August 2015

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Information about this early years setting

The childminder registered in 2009 and lives in Knutsford, Cheshire. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for two-, three- and four- year-old children.

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Inspection activities

n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The childminder showed the inspector the areas of the house which were used for childminding. She explained how she manages the presence of the pets. n During the inspection, the childminder explained why she was undertaking the activities and how these supported children's learning. n The inspector spoke to the children and joined in with some of their singing. She also had discussions with the childminder and looked at relevant documentation on the childminder's computer tablet. n One parent was spoken to during the inspection, and other parents' written testimonials were read by the inspector, who took account of all their views.

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Inspection activities

16 January 2020 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 January 2020 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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