Childminder 315134

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 to attend this homely setting. The qualified childminder has high expectations of them and plans activities that build on what they know. Children benefit from the ability to choose from a vast array of toys and activities that meet their needs and interests. For example, they engage imaginatively with small-world figures and thoroughly enjoy using glue and stickers to create their pictures of home and family. Children welcome adults into their play and engage with them as friends. The childminder knows her children well. They are confident to make their needs known. Younger children take the childminder to where they would like to play next and point to what they want. She responds instinctively, following their interest.

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The provision is good

Warm and caring relationships are evident between the childminder and the children she cares for. Children demonstrate that they feel safe and secure in her care. For example, they snuggle in and read stories or simply go to the childminder for a reassuring cuddle if needed. The childminder is a good role model. She has clear expectations of behaviour and encourages children to use good manners. Children have many opportunities to visit local playgroups. This helps to develop their knowledge of their local community and build self-confidence.

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need to do better?

n The childminder forges positive relationships with parents. She communicates effectively through daily discussions and two-way communication books which promote the sharing of information. Parents are very happy with the levels of service. They comment how reassured they feel while their children are in the childminder's care. n The childminder's settling-in process is tailored to meet the needs of her families. She is flexible in her approach and gathers valuable information about what children know and can do from the first opportunity. This enables her to enhance learning experiences from the outset. n The childminder reflects on her practice and identifies areas for improvement. However, she does not make the most of opportunities for parents or children to contribute to the self-evaluation. n The childminder attends mandatory training and plans for her professional development. However, this process is not yet targeted to identify opportunities

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need to do better?

for personal development to raise teaching to the highest level. n The childminder's home is secure. She carefully considers risks and takes steps to minimise them. For example, she ensures that resources are age appropriate and that harmful objects are out of reach. Safety gates prevent children from accessing the kitchen, helping to keep children safe. n The childminder assesses children's development accurately. She uses this

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need to do better?

29 January 2020 information to plan a range of play-based activities that promote children's learning. She conducts a progress check when children are aged between two and three years old in conjunction with parents and shares this information with other professionals. n Children form warm relationships with the caring childminder. They thrive on high levels of attention and enjoy spending time singing their favourite songs and joining in with action rhymes. Children are motivated to learn and investigate sensory activities eagerly. For example, they enjoy water play both indoors and outside. n Children are supported to lead healthy lifestyles. For instance, the childminder provides a range of nutritious meals and snacks and caters for children's individual preferences. Younger children learn to be independent and the importance of good hygiene through daily routines. For example, they wash their hands before eating and put on their own coat and shoes before going

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need to do better?

outside. n The childminder is a good role model. She sets clear boundaries and expectations. She rewards children's efforts through praise and lots of smiles. As a result children behave well, grow in confidence and are willing to keep trying. For example, when closing the lid of a jar proves difficult, the childminder encourages and supports the child to try again. n Children enjoy learning about the world around them. They benefit from trips to the local park, taking part in nature trails and buying vegetables from local shops. They learn about the wider world through activities related to festivals, such as Chinese New Year and Diwali.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The qualified childminder has a good understanding of basic safeguarding issues. She is confident in the actions she would take if she had concerns about the welfare of a child. Risk assessments are conducted regularly within her home and when on outings. These help her to identify and minimise potential hazards and keep children safe. The childminder attends mandatory training and holds a paediatric first-aid qualification. This helps to ensure that children receive appropriate care in the event of an accident.

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should:

n target specific professional development to ensure the standards of teaching are consistently at the highest level n strengthen self-evaluation even further to include the views of parents and children to help identify and make continuous improvements.

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Setting details

Unique reference number 315134 Local authority Warrington Inspection number 10066541 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 9 Total number of places 6 Number of children on roll 4 Date of previous inspection 28 June 2016

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Information about this early years setting

The childminder registered in 1995 and lives in Burtonwood, Warrington. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n The inspector viewed the areas of the childminder's home, inside and outside, used by the children. n Discussions were held with the childminder at appropriate times throughout the inspection. n Children's learning and development records were sampled, and the inspector tracked the experiences of children. n The inspector spoke to children and parents present at the time of the inspection. n A range of documentation, including policies and procedures, certificates and the suitability checks of the childminder and those who live in the household, was viewed by the inspector.

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Inspection activities

29 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

29 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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