Nezaj, Sarah

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

Children are at the heart of everything the nurturing and dedicated childminder does. They settle well and feel secure in the warm, welcoming and homely environment. Children establish good relationships with the childminder. They demonstrate this when they turn to her for cuddles. Children are confident and independent learners and flourish in the attractive and engaging environment. The indoor and outdoor areas are very thoughtfully arranged to meet the needs of children and inspire them to take care of their natural environment. Children are naturally curious and imaginative. For instance, they become engrossed in their role play when exploring with natural materials, making petal soup in the mud kitchen.

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The provision is good

There is a very strong focus on developing children's communication, language and literacy skills. The childminder uses quality interactions and questioning to build on children's learning and language. She listens respectfully to children and allows them time to think before they answer. Books are displayed attractively for children to freely select. Children become absorbed in looking at their favourite books. They point to the pictures and listen intently during enjoyable and exciting story times, finishing the sentence as the childminder pauses. During the COVID-19 (coronavirus) pandemic, the childminder kept in touch with families and provided home learning for the children who were unable to attend. Parents say that she helped 'to keep the love of learning and reading alive'.

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need to do better?

n The childminder gets to know children and their families very well. She has implemented a careful settling-in process where she gathers detailed information before they start. The childminder uses this information effectively to plan challenging learning experiences for children, so they all make progress. n The partnership with parents is very positive and parental feedback is complimentary. They say the childminder is 'part of their family' and a 'childcare saviour'. The childminder provides parents with the tools to effectively enhance their child's learning at home. For instance, children choose books to take home, which enables parents to complement their children's learning. The childminder tailors how she keeps parents informed and updated about their children's learning. For example, parents with younger children enjoy receiving updates throughout the day. Older children are encouraged to talk to their families about

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need to do better?

their day. All parents receive regular observations, photos and assessments. n The childminder demonstrates a strong passion for her work and regularly evaluates her provision and resources to help her to identify areas for improvement. Although this has helped the childminder provide an interesting and exciting curriculum to support children's learning, it could be fine-tuned

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need to do better?

6 July 2021 further to help all children to make even more rapid progress. n The childminder makes effective use of questioning to deepen children's understanding and introduces new words into their vocabulary. She adapts her teaching techniques well to ensure children of different ages have rich learning experiences. Children engage regularly in conversation and their language develops rapidly. They learn how to think and to solve problems through the thoughtfully provided activities. The childminder makes accurate assessments of children's progress and plans carefully what each child needs to learn next. As a result, children are well prepared for their future learning. n The childminder has set up effective systems to communicate with other settings. For instance, children's developmental successes and current areas of focus are shared between other early years settings that children may attend. This ensures that there is continuity in the children's learning.

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need to do better?

n Parents say that the childminder provides an 'incredible menu'. She shares successful recipes with them. The childminder involves the children in planning the menu and preparing the meals. The childminder skilfully incorporates mathematical language into everyday conversation and play. For example, older children go to the garden and collect 10 mint leaves to add to the lunch. Younger children choose between the short bread stick or the long bread stick at snack time. n The childminder enables children to explore their own thoughts and preferences in their play and to make individual choices. Children enjoy taking part in daily 'meditation' activities and develop a sense of themselves and an awareness of their bodies and emotions. The expectation and promotion of positive behaviour thread seamlessly through interactions with children. The childminder uses praise effectively, and sensitively helps children to understand and develop their

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need to do better?

skills in sharing and taking turns. Children display high levels of persistence and have a can-do attitude towards tasks and challenges. n The childminder regularly networks with other childminders, the local authority and other professionals, to keep her knowledge up to date. She actively pursues opportunities to support children's learning and development. For instance, she is currently organising weekly sports sessions, for her network group of local childminders and their children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder frequently attends training to update her knowledge to keep children safe and protected from harm. She has a very broad knowledge of child protection issues. The childminder can confidently identify the signs and symptoms which may indicate a child is at risk of harm, including if a child is at risk of radicalisation or extreme views. She is fully aware of her role and responsibilities around safeguarding, including who to contact if she has concerns about a child's safety or welfare. The childminder ensures the environment is safe and secure, and has introduced extra measures to protect children from the COVID-19 pandemic.

p.3

should:

n focus self-evaluation more precisely to find further ways to help all children make rapid progress.

p.4

Setting details

Unique reference number EY560647 Local authority Cheshire West and Chester Inspection number 10190903 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 12 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Newton, Chester. She operates all year round, Monday to Friday, from 7.30am to 6pm, except for bank holidays and family holidays.

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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 childminder and has taken that into account in their evaluation of the setting. n The childminder explained how her premises and the environment are used for children's individual learning. n The childminder discussed with the inspector how she supports children's learning and development. n The inspector asked the childminder questions throughout the inspection to establish her understanding of how to safeguard children. n The inspector took account of parents' written views provided for the inspection. n The inspector looked at relevant documentation and evidence of the suitability of persons living in the household.

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Inspection activities

6 July 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

6 July 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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