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 Not applicable

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The provision is good

The childminder provides an environment that is warm and friendly, with a home- from-home feel. Children display a sense of belonging and feel safe and secure. They develop strong bonds with the childminder and demonstrate high levels of self-confidence and independence. Children's emotional well-being is supported well. Children are encouraged to talk about their feelings. For example, they talk about emotions in a story and use different facial expressions to explore these different feelings.

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The provision is good

Children's behaviour is good. The childminder has high expectations for behaviour and children know and understand the rules and boundaries expected of them. They are polite and use manners naturally. For example, children say 'please' and 'thank you' without being prompted. The childminder gives lots of praise and encouragement to children and they relish in this praise.

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The provision is good

The environment is well organised and easily accessible to children. This allows them to make independent choices in their play. The childminder knows children's interests well and ensures that the activities on offer will motivate children to engage in learning. For example, she supports children's love of fire engines. She offers many opportunities to enhance this interest which incorporate all areas of learning. Children benefit from visiting a fire station and they proudly demonstrate what they would do in an emergency.

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need to do better?

n Partnership with parents is strong. Parents are complimentary about the service the childminder provides. They state, 'the childminder offers an amazing home- from-home environment where nothing is too much trouble'. They also comment that communication is strong and they are kept up to date with their children's learning. n Children make good progress from their starting points in learning. The childminder assesses children's development and progress carefully. She has a clear understanding of children's next steps and plans activities well to support children's learning further. However, the childminder has not yet created close enough links with other settings that children attend to promote continuity of care and education. That said, children are gaining the skills required for their next stage of learning and eventual move to school. n Young children are confident communicators. The childminder places a strong

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need to do better?

emphasis on children's language and communication skills, modelling language effectively. She joins in with children's play and skilfully asks open-ended questions to encourage thinking and challenge learning further. n The childminder provides many opportunities that support children's

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need to do better?

10 February 2020 imaginations. Extensive resources are available for children to re-enact differing roles. For example, children dress up and pretend to be pirates. They say, 'aye aye, me shipmates', as they look through telescopes. Children are confident to interact with visitors and share the play food with delight. They show their excitement with lots of giggles. n Children are developing a good understanding of early mathematics. The childminder skilfully supports mathematics well throughout children's play. She introduces new mathematical language. For example, children learn words such as 'big', 'small', 'taller' and 'smaller'. They learn about size, shape and positional language. n Care routines support children's well-being. The childminder helps children to understand how to follow good hygiene practices, such as handwashing before meals. She encourages children to take part in daily routines. For example,

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need to do better?

children butter their own toast at breakfast time. n The childminder takes children on many trips in the local community. They enjoy exploring the woods, visiting parks, visiting the ice-cream farm and many other enjoyable and exciting experiences. This supports children to develop an understanding of the world around them. The childminder also supports children to understand cultures beyond their own experiences. For example, children learn about Chinese New Year and Diwali. n The childminder has completed mandatory training such as food hygiene and safeguarding. However, she has not identified any further training opportunities to increase her skills and knowledge, to raise the quality of education to the highest level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder ensures that safeguarding training is relevant and up to date. She has a secure knowledge of how to protect children and keep them safe. The childminder knows the signs and symptoms that may indicate a child is at risk from harm or abuse. She understands the local procedures to follow in the event of reporting any concerns, including an allegation made against herself. She has a good understanding of wider safeguarding issues. For example, she is fully aware of how children could be at risk of harm from others with extreme views.

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should:

n strengthen partnership working with other settings to provide continuity in children's care and education n identify further opportunities to access training to extend knowledge and skills and to continually raise the quality of education.

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Setting details

Unique reference number EY545708 Local authority Cheshire East Inspection number 10143497 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 5 Number of children on roll 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Crewe. She operates all year round from 8am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 2. The setting 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 inside and assessed the impact this has on children's learning. n Discussions were held about a focused activity with the childminder. n The inspector had discussions with the childminder and the children at appropriate times. She looked at relevant documentation, such as certificates and policies. n Evidence of the suitability of the childminder and other household members was checked. n The inspector read written feedback from parents and took account of their views.

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Inspection activities

10 February 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

10 February 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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