Childminder in Cheshire West and Chester

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

p.1

The provision is good

Children play happily and safely in the childminder's home. They confidently follow her consistent expectations for their conduct at different times of the day. For example, children sit calmly and quietly to eat breakfast together. When it is singing time, they know that they can get excited and make lots of noise. The singing helps children to learn about rhythm, rhyme and sentence structure and this prepares them well for early reading. Children steadily develop their physical skills as they play and sing. For instance, toddlers become really good at pretending to be the 'little teapot' pouring tea. Older children develop sturdy balance and expert hand-eye coordination when they take part in a magnetic fishing game.

p.2

The provision is good

When settings were only open to some children due to the COVID-19 (coronavirus) restrictions, the childminder kept in touch with children who did not attend. Parents are grateful for the support that the childminder gave them. They say that she has helped children to remain confident about meeting new people, despite the isolation that they experienced during periods of lockdown. Parents say that children 'do some amazing things' with the childminder. They comment that children sometimes forget to say goodbye because they are really eager to start their day.

p.2

need to do better?

n The childminder has clear intentions for her curriculum. She aims to continuously extend the number of words that children know and use. Children learn words, such as indigo, to describe different shades of blue. The childminder checks children's understanding of the words that they use. For instance, when children talk about 'sea creatures', the childminder asks them to tell her what they mean. This helps children to acquire a broad and meaningful vocabulary. n Children learn to listen. They concentrate hard when the childminder asks them what sounds they can hear outdoors. This helps children to practise picking out one sound from another. Older children build on their learning and begin to identify the sounds that words and names begin with. n The childminder knows what she wants children to learn. However, there are occasions when children's learning is not sequenced effectively enough. This happens when she focuses her teaching on the early learning goals and misses

p.2

need to do better?

out important knowledge that children need to acquire on the way. For example, children often read numerals but have fewer opportunities to learn that each number represents a set quantity of items. n The childminder promotes children's resilience well. This is demonstrated when toddlers do not want to take turns with ride-on vehicles. The childminder sensitively shows them that sharing and being kind achieves more, and feels

p.2

need to do better?

27 July 2021 better than anger and tears. Children begin to work through conflicts and difficulties together and learn to regulate their own behaviour. n The childminder is ambitious for children's progress and works to improve her provision. After her last inspection, she found more ways to encourage children to develop their own ideas and thinking during play. However, the childminder's evaluation of her practice does not identify gaps in the quality of education accurately enough. This makes it difficult for her to seek the specific help and training that she needs to help children make the swiftest progress. n The childminder makes conversations with children interesting and informative. This helps children to acquire new information and to make links in their learning. For example, a picture of an octopus in a book prompts a thoughtful discussion about hearts. Children demonstrate their prior learning when they put

p.2

need to do better?

their hands on their chests and feel their own hearts beating. Then they learn something new when they hear that the octopus has three hearts. n Children develop habits that promote their good health. They become independent in using the toilet and know that they must wash their hands afterwards. Children learn to assess risks and to manage them safely. For example, they know that they can descend the steep stairs more safely by sitting on each step.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder attends training that helps her to refresh and extend her knowledge of child protection matters. She updates her policy in line with changes to local safeguarding procedures. She makes sure that her assistant knows what to do if she has concerns that a child is at risk of harm. The childminder manages hazards to children sensibly. For example, when she uses plaster of Paris for modelling, children watch from a safe distance until the plaster has set. The childminder keeps well-organised records that she shares with parents. These include records of any accidents and injuries to children in her care.

p.3

should:

n measure the quality of education more accurately, so that professional development and training promote excellent outcomes for children n sequence children's learning even more effectively, so that progress towards the early learning goals is built on really firm foundations.

p.3

Setting details

Unique reference number EY362946 Local authority Cheshire West and Chester Inspection number 10198676 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 12 Number of children on roll 9 Date of previous inspection 9 May 2018

p.4

Information about this early years setting

The childminder registered in 2007 and lives in Northwich. Her provision operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a qualification at level 3. She provides funded early education for two-, three- and four-year-old children. The childminder works with an assistant.

p.4

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in her evaluation of the childminder. n The childminder and the inspector discussed the impact of the curriculum on children's progress and achievement. The inspector held discussions with the childminder and her assistant throughout the visit. n Two parents provided written feedback about the childminder's provision. Children told the inspector about the activities they were participating in. The inspector took account of the views of parents and children. n Documents that are used in the provision were sampled and discussed. The inspector checked evidence of the suitability of the childminder, her assistant and members of her household.

p.4

Inspection activities

27 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.

p.4

Inspection activities

27 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6