Kennerley, Lucy

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 settle well and are happy and safe in this calm setting. There are some changes to routines, due to the COVID-19 (coronavirus) pandemic. For example, parents do not enter the setting as they usually would, and children wash their hands as soon as they arrive. Having said this, children show resilience to changes to their normal routines. Relationships between children and the childminder are positive and nurturing. Children are confident to join in with adult-led activities, as well as leading their own play.

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The provision is good

Children have positive attitudes towards their learning. They show good concentration as they turn wooden jigsaw pieces over to make puzzles more challenging for themselves. Children use their small-muscle skills to break cereal into smaller pieces and scoop it into different containers. They develop their hand- to-eye coordination as they colour pictures using crayons. Children use their own ideas as they play. For example, they decide that a smaller elephant is the 'mummy' and a larger one is the 'daddy'. Children choose to draw around their own hands and show pride in their achievements. Outdoors, they notice different zoo animals drawn on the ground and show delight as they name each one.

p.2

need to do better?

n The childminder is self-reflective and identifies ways to further improve. For example, she follows the children's interests when purchasing new resources. The childminder seeks professional development and support to further improve her practice. However, she does not establish the same level of training, supervision or support for her assistant. n Overall, children access a curriculum which follows their interests and builds on what they already know and can do. However, the childminder does not plan the curriculum for mathematics to fully support children's mathematical knowledge and skills. For example, during activities, the childminder sometimes expects children to count and recognise larger numbers, before they are ready. This means that children do not have time to practise and consolidate their learning. n The childminder promotes children's growing communication and language skills well. For example, children select their own books about animals and look at

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need to do better?

these independently. The childminder engages children in conversations. Children talk about the different features that animals have. For example, they say that 'a giraffe has a long neck'. n Children learn about the world around them. For example, they enjoy visits to parks, allotments, and places of worship. Children learn about different festivals, such as Eid. The childminder uses books to teach children about similarities and differences between themselves and others. This helps to prepare them for life in the society in which they live.

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need to do better?

17 September 2021 n The childminder gets to know children and their families well when they first start. This helps children to settle quickly. The childminder uses information from parents to personalise the curriculum for each of the children. This helps all children, including those with additional funding, to make good progress. Strong links with schools help children in their eventual move to school. n Care practices are good. The childminder encourages children to develop their independence. For example, they learn the difference between 'left' and 'right' as they put their own shoes on. Children behave well and eagerly follow instructions. They learn to brush their own teeth and help to prepare the food for lunch. The childminder carefully considers the menu so that children receive a healthy and varied diet. n Partnerships with parents are strong. Parents comment that the childminder is 'absolutely brilliant' and that they are 'completely happy' with the service she

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need to do better?

provides. They value the frequent communication and updates about their children's care and development. This helps them to support and extend children's learning at home. Parents report that their children 'develop and progress so much' in the childminder's care.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder completes safeguarding training and keeps this knowledge up to date. She knows how to keep children safe and protected from harm. The childminder has a broad understanding of safeguarding issues, such as peer-on- peer abuse and spiritual possession. She knows the steps to take, should she become concerned about a child's welfare. The childminder knows what to do in the event of an allegation against herself or another household member. Robust procedures ensure that all adults living in the household are suitable to have contact with children. The premises are safe and secure.

p.3

should:

n enhance the programme of training, supervision and support for the assistant n refine the curriculum for mathematics, and implement this with more rigour, to better support children's developing mathematical knowledge and skills.

p.3

Setting details

Unique reference number EY560978 Local authority Cheshire West and Chester Inspection number 10190545 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 5 Number of children on roll 5 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Northwich, Cheshire. She holds an early years qualification at level 2. The childminder occasionally works with an assistant. Sessions are from 7am to 6pm, term time only.

p.4

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 his evaluation of the setting. n The childminder and the inspector had a learning walk and tour of the premises. n The inspector observed the interactions between the childminder and children throughout the inspection and evaluated the impact this had on children's learning. n The inspector held discussions with the childminder and children at appropriate times during the inspection. n Parents' views were taken account of, through a written comment and a telephone call. n An observation of an activity was carried out, and the inspector and childminder discussed this afterwards. n Relevant documentation was reviewed by the inspector, including evidence of the training of the childminder.

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Inspection activities

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

17 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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