Childminder in Warrington

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 creates a welcoming and homely environment where children show that they feel safe and secure. Children are very happy and settled. They form strong bonds with the childminder, who gives them plenty of cuddles and affection. Children behave well. They show positive attitudes towards their play and learning. Children have plenty of opportunities to explore the outdoors. For instance, the childminder takes them on weekly visits to the library, trails in the local woods and stately homes. These first-hand experiences help to inspire children's sense of awe and wonder in the world and to support their interests and create new ones. Parents state that they are very happy with the range of outings their children experience. Children also get to socialise with other children of a similar age at playgroups. The childminder receives compliments from members of the public about how well the children behave when out in the community.

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The provision is good

Children are confident in their own abilities. For example, they practise their good speaking skills when they ask an interactive speaker to play the tidy-up song. Children explore the environment with enthusiasm and make independent choices in their play. For example, they put on an apron and write down food orders. The childminder provides children with various interesting activities.

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need to do better?

n Partnerships with parents are effective. The childminder gathers detailed information about children's routines, including what they can already do when they start. She uses this information to plan to meet children's individual learning needs. The childminder shares children's key achievements and individual care needs to promote a complementary approach to children's development. The childminder provides good support for parents to manage their children at home. For example, she offers guidance and practical advice about toilet training and weaning. Parents' written views are very favourable about the childminder and the care and learning she provides for their children. n The childminder is effective at supporting children's early communication and language skills. She models clear language when talking to the children and explains what unfamiliar words mean. Overall, she has a good understanding of

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need to do better?

what children know and can do and provides for their onward learning. The childminder observes children and tracks their progress. However, identified next steps for children are not always precise enough to enable the childminder to focus her teaching as sharply as possible. n Opportunities for managing risks and adventurous play are provided when visiting the local wood or playground. Once the childminder has done her own risk assessment, children are fully encouraged to have a go, climbing as high as they feel safe. She reminds them of how they have made progress and

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need to do better?

10 March 2020 conquered their fears, over time. n The childminder is committed to improving her practice and evaluates her own professional development. She participates in regular training, and this impacts positively on the care and teaching she provides. The childminder is reflective and recognises what she does well and what she could improve on. For example, she would like to introduce more permanent resources in the garden, such as a mud kitchen and a vegetable patch. n Young children are learning to play well together. The childminder teaches them the importance of rules and boundaries. She frequently praises children and supports them to understand about minor disagreements. This helps older children to learn how to play cooperatively, as they show care and kindness towards others. n The childminder models kindness, compassion and patience to the children. This helps children to be positive about their learning and have a go at new activities.

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need to do better?

Children are reminded to say 'please' and 'thank you' and encouraged to tidy up after themselves. Children choose a book to look at while waiting at the table for their snack. However, on occasions, children are not provided with enough challenge to support their independence. For example, the childminder completes tasks that they can do themselves as she pours drinks and peels and chops fruit for the children. n The childminder takes children on trips to the library, where they explore and borrow different types of books and story sacks. She reads favourite stories to them and they listen attentively. The childminder pauses at appropriate times and encourages children to join in with the missing words. This helps children to develop an enjoyment of stories and fondness of books. When exploring the story sack activities, the children are keen to participate. However, children do not always stay focused and become deeply engaged in learning. This is

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need to do better?

because, at times, the childminder introduces too many activities at once.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge of child protection issues, including wider safeguarding concerns. She is aware of the signs and symptoms which may indicate that a child is at risk of harm. The childminder knows who to contact if she has concerns about a child's safety or welfare. She keeps up to date with any safeguarding changes and updates her policies and procedures accordingly. The childminder teaches children how to stay safe. For example, she encourages them to tidy away between activities to help to prevent trip hazards. She reminds children to walk indoors and not run, so that they do not fall over.

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should:

10 March 2020 n focus more sharply on children's next steps in learning, to help them to make the best possible progress n make the most of all opportunities to develop children's independence skills even further n review the organisation of planned activities so that children have less distractions, enabling them to focus more and become deeply engaged in learning.

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Setting details

Unique reference number EY550037 Local authority Warrington Inspection number 10143539 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 8 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Great Sankey, Warrington. She operates Monday to Thursday and provides funded early education for three- and four-year-old children. She also operates before and after school, from 7.45am to 9am and from 3pm to 5.30pm, Monday to Thursday, term time only.

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Inspection activities

n The inspector was given a tour of the home by the childminder and carried out a learning walk to discuss the curriculum. n The childminder and the inspector discussed the play activities and children's learning during the inspection and jointly observed children's play. n The inspector observed the childminder interacting with the children and assessed the impact of teaching. n The inspector took account of the views of parents through written information provided. n The inspector sampled some of the childminder's documentation, including suitability records and first-aid certificates.

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Inspection activities

10 March 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 March 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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