Childminder in Cheshire East

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

Children are happy and settled in the homely environment. They express their own preferences as they choose which activities they want to take part in. They show an interest in books and select those that they want the childminder to read. Children sidle up close to her on the settee to share the familiar stories. They delight in lifting the flaps in the books and identifying the animals beneath. They also enjoy anticipating and repeating phrases they know. For example, they say, 'I sent it back' at the end of each page.

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The provision is good

Children develop a sense of belonging in the setting as they have their own drinking cups and know the routines. They are keen to identify their friends who attend on other days while looking at photographs. Children behave well and learn to share and take turns, for example, when playing skittles. They are keen to tidy up before lunch and know where toys are stored. The childminder has high expectations of children and supports them to persevere in activities, such as when they are trying to dress the dolls. She provides them with plenty of praise and encouragement to build their self-esteem and confidence.

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need to do better?

n The childminder helps children build on the skills they need to succeed in life. She encourages them to be curious and active learners and to make decisions about what they want to do. Children make links in their experiences and want to mimic adults. For example, they put on glasses and sit at the table to use their own laptop. The childminder helps them to prepare for the next stage in their learning. In readiness for managing their own personal needs, she supports them to sit the doll on the toy potty. She narrates the play to help them to learn effective related hygiene practices. n The childminder has developed her knowledge and teaching skills in the past through a range of training courses but has not recently considered ways to develop specific aspects of her practice further. For example, she supports children's developing interest in written words and stories. However, she is less confident about helping them to develop a correspondence between sounds and

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need to do better?

letters, and an understanding of how sounds blend to form words. n The childminder makes the most of spontaneous opportunities to help children to develop an understanding of mathematical concepts as they play. She supports them to sort and match as they put the play-food items into the role- play market stall's baskets. Children begin to use the balance scales. They independently find items that weigh the same. Children are encouraged to count in sequence, for example within stories and songs, and to recognise a group of items when counting how many skittles they have knocked over. However, at times, the childminder provides children with the answers to her questions too

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need to do better?

22 January 2020 quickly, without giving them time to think and respond. n Children learn about the wider world and look at a range of cultural festivals celebrated by communities beyond their own, throughout the year. For example, children learn about Chinese New Year and Diwali, and enjoy taking part in related activities. However, the childminder does not find out enough about the traditions and cultural backgrounds of children and their families. She does not consistently help children to learn about the similarities and differences between themselves and others in a meaningful way. n The childminder works well in partnership with parents to gather information about children's care needs and educational starting points. She shares ongoing information through discussion, photographs and learning-journey booklets. Parents comment within the booklets to show that they are happy with the progress their children are making. When children attend other early years

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need to do better?

provisions, the childminder shares as much information as possible with them, including assessments of children's progress to help promote continuity in their learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is aware of the possible indicators of child abuse and knows the procedures to follow in the event of a concern about a child's well-being. She has got a good understanding of wider safeguarding issues, such as 'Prevent' duty, following the completion of online training. The childminder keeps children safe by assessing and minimising risks in the home and on outings. She teaches children to keep themselves safe, for example, by teaching road safety. They know to hold the pushchair on the side that is furthest from the road, without being reminded.

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Setting details

Unique reference number 304108 Local authority Cheshire East Inspection number 10072799 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 5 Total number of places 6 Number of children on roll 4 Date of previous inspection 5 July 2016

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Information about this early years setting

The childminder registered in 1990 and lives in Nantwich, Cheshire. She operates her provision all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n The childminder explained to the inspector how she organises the provision to provide for children's care and learning. n The inspector observed children's play and learning and spoke to children at suitable times during the inspection. n The inspector observed the childminder's interactions with children. n Documents that showed the way that the childminder manages the provision were inspected.

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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

22 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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