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

p.1

The provision is good

Children are incredibly secure and eager to learn. With skilful guidance from the childminder, children show high levels of confidence and self control. They freely express their interests to develop a sense of identity and belonging.

p.2

The provision is good

Children play for long periods of time in the garden and point out bird houses and bird feeders. They try hard when practising new skills, such as scooping stones and using tweezers and magnifying glasses. Children recognise what is in their surroundings as the childminder promotes wonder and curiosity about nature. For example, children talk at length with the childminder about caterpillars and how they change into butterflies.

p.2

The provision is good

The childminder has adopted an interest led curriculum and effectively interweaves communication, language and new vocabulary throughout the children's play. As a result, children develop and use new words to express themselves. Children freely select high-quality toys and resources. They care for their favourite dolls, learning empathy and kindness. Younger children explore the treasure box, excitedly feeling new textures. The childminder extends learning by describing what children are doing in their play. Younger children roam freely and explore the garden, while older children learn to push their legs forward to build momentum on a swing. They are able develop their physical skills and learn to control their bodies very well.

p.2

need to do better?

n The childminder makes accurate assessments about what children know can do from observing and joining in with their play. This enables her to plan motivating and engaging activities for children to further develop new skills. For example, the childminder introduces number language when pretending to buy bananas and tins of food. n Positive relationships with parents are maintained to discuss children's progress and any emerging concerns. The childminder recognises and acts swiftly when further support is required. n The childminder is an excellent role model in being calm, gentle and polite. She constantly explains to the children about turn taking and being kind. They listen attentively to words of encouragement from the childminder when using glue sticks and when sharing favourite ride on toys in the garden. n Parents speak very highly about the provision. They feel very well informed about what their children are learning. Parents comment that they 'don't know

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need to do better?

what they would have done without the childminder during the COVID 19 pandemic'. n The childminder regularly takes the children out on local walks and they meet

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need to do better?

18 May 2021 people in the local community. However, the childminder does not plan meaningful experiences for children to learn about people and communities different from their own. n New vocabulary and language is constantly used in conversation with the children throughout the day. For example, when looking at caterpillars the childminder explains the caterpillar is changing, and it is a cocoon. She identifies misunderstandings and gently corrects to ensure that children are retaining accurate knowledge. n Impeccable manners and healthy eating are promoted at relaxed and calm meal times. The childminder makes lunch time a social occasion and eats together with the children. The childminder talks to the children about healthy lifestyles. She talks about drinking water to keep teeth strong and reminds children to take a sip when she does so. However, some opportunities for older children to develop self-help skills further are overlooked.

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need to do better?

n The childminder identifies swiftly when she is required to meet children's personal needs. She intuitively takes cues from children and acts on them. For example, children beckon towards the patio doors, therefore, the childminder takes the children outside to play. The childminder instinctively stops an activity when children are ready to do something different. As a result, children remain actively engaged and motivated to try new things. n The childminder has a deep awareness of her professional development to improve learning opportunities for children. She recently completed training to promote outdoor play which has been highly effective. She is reflective about how she can continually improve her provision and has a personal training plan in place to introduce new approaches to benefit individual children.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder knows exactly how to keep children safe in her provision. She knows who to contact, should she have a concern about the children's welfare. She keeps her knowledge of wider safeguarding issues up to date, attending online courses and webinars. This enables her to be more effective at identifying concerns quickly and have a deeper understanding about local safeguarding concerns. The immaculate and hygienic environment is checked routinely for hazards, for example, the childminder constantly checks the garden for animal dirt, and keeps the kitchen and bathroom areas safe, spotlessly clean and tidy.

p.3

should:

n consider planning for children to learn about people and communities different to their own

p.3

should:

18 May 2021 n provide opportunities for children to develop their self-help and independence skills.

p.3

Setting details

Unique reference number EY549785 Local authority Warrington Inspection number 10143500 Type of provision Childminder

p.5

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 7 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017. She operates all year round from 8am to 5.30pm, Monday to Friday, except for bank holidays, Christmas holidays and family holidays.

p.5

Inspection activities

n This was the first routine inspection the setting received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the setting and has taken that into account in their evaluation of the setting. n The inspector completed a joint observation of an activity of the childminder's choice. n Observations were carried out on children at play, both indoors and outside. n A variety of documents were reviewed. n A learning walk was conducted to discuss the childminder's curriculum and how she organises the environment. n Views from parents were recorded from telephone conversations. n The inspector held professional discussions with the childminder about children's learning and development.

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Inspection activities

18 May 2021 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

18 May 2021 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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