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 Not applicable

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The provision is good

Children are happy and they feel safe in this caring and nurturing environment. The childminder builds positive relationships with the children. Younger children beam with joy as the childminder plays peekaboo with them. The childminder is a good role model to children. She praises and encourages children, which builds up their self-esteem. Children are encouraged to take turns and share all of the toys. They work well together as they take the building blocks out of the tray and play alongside others to build their own tower. Children are caring towards each other. They gently stroke each other's head as they listen to the sounds the buttons make on technology toys as they press them.

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The provision is good

The childminder adapted her provision in response to the COVID-19 (coronavirus) pandemic. She revised the collection and drop-off procedures. Children now leave parents at the door or, if needed, parents spend a much shorter period of time inside the childminder's home. This helps to limit the amount of close contact. The childminder knows children well and focuses on the areas of greatest need. For example, children who are a little upset at drop-off time are given time to settle, using a teddy brought in from home.

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need to do better?

n The childminder has clear intentions for her curriculum. She aims to extend the number of words that children know and use. The childminder watches and listens to younger children as they point to objects they are interested in. She responds by showing children the object and repeats the word. Younger children attempt to repeat the word 'ball' and they shout 'go' as they roll the ball across the floor to the childminder. n Partnerships with parents are strong. The childminder gets detailed information from parents about children when they first attend. The settling-in sessions are flexible to meet the needs of parents and their children. Parents value the daily updates and pictures provided which relate to their children's care and learning. n The childminder promotes children's mathematical skills spontaneously. She makes the most of play and everyday routines to, for example, encourage counting or to categorise colours. The childminder encourages children to count

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need to do better?

how many fence pieces there are as they connect them together. Toddlers begin to say number names from an early stage. n Children learn to listen. They concentrate hard when the childminder asks them what sounds they can hear outdoors. Younger children enjoy making the sounds of emergency vehicles as they drive past the house. They eagerly watch the workman cutting down the trees outside and use their pretend tools to imitate him. n The childminder promotes children's physical development well. She plans and

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need to do better?

13 September 2021 provides interesting opportunities which promote children's learning. For example, toddlers frequently manipulate materials such as dough. They giggle with glee as they move their bodies to the music while twisting, bending down and jumping. The childminder teaches children to put their hands together to catch the ball. Younger children cheer when they catch it successfully. The childminder takes children on lots of trips. For example, children go on outings to the local parks and playgroups. They visit the local library and learn how to choose their own books to borrow. These experiences help to extend children's understanding of the world around them. n In the main, children follow the childminder's expectations for learning and behaviour. However, the childminder does not always make these expectations clear. This means that younger children do not always do as the childminder intends. For example, some children continue to play when the childminder

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need to do better?

expects them to tidy up. n The childminder supports children to develop independently. Children access the resources they want to play with. They are encouraged to pull their own trousers back up after nappy changes. The childminder offers a varied menu of healthy meals which she prepares each day for lunch. However, children are not always encouraged to make healthy choices about what they eat and drink during snack time.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The arrangements for safeguarding are effective. The childminder understands her responsibility to protect children. She has a good knowledge of the signs and symptoms that indicate a child may be at risk of harm. The childminder knows how to report any concerns she may have about a child's welfare. The childminder understands her duty to be vigilant to possible indicators that a child or family may be at risk of being drawn into extremist behaviours. Risk assessments are carried out regularly to minimise any risks to children. Children are supervised well in all areas of the premises.

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should:

n give consistently clear messages regarding expectations of children so that all children fully understand and follow what is expected of them n give clear messages to children that support healthy choices around food and drink.

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Setting details

Unique reference number EY555137 Local authority Cheshire West and Chester Inspection number 10190123 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 1 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Chester. She operates all year round from 8.30am to 3.30pm on Monday, Tuesday and Friday. The childminder holds an early years qualification at level 5.

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Inspection activities

n This was the first routine inspection the childminder 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 and the inspector had a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed a specifically planned activity and then evaluated this with the childminder. n Relevant documentation was checked and discussed, including policies and procedures. The inspector reviewed the childminder's self-evaluation and checked evidence of her suitability and the suitability of household members. n Children communicated with the inspector during the inspection. n The inspector spoke to a parent during the inspection and took account of her views.

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Inspection activities

13 September 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

13 September 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

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

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