Doidge, Rhiannon Jayne

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 at this warm and welcoming setting. The childminder adapted her provision in response to the COVID-19 (coronavirus) pandemic. She revised the collection and drop-off procedures. Parents are given a designated drop off time and children now leave parents at the door. This helps to limit the amount of close contact. Children are so settled with the childminder that they have not been affected by this procedure change. The childminder builds nurturing relationships with the children. This helps them to develop their confidence. Children are kind and considerate to each other. For example, younger children collect their friends' water bottle for them before they all go outside.

p.2

The provision is good

The childminder is a good role model for children. She has a calm and caring approach and children feel safe. The childminder consistently praises children for their good turn taking. Younger children respond by beaming at the childminder and clapping their hands. Children have formed strong attachments with the childminder. They have made close friendships with their peers. The childminder takes children on lots of trips. For example, they go on outings to the local parks, zoo, aquarium, woods and library. These rich experiences help to extend children's understanding of the world around them.

p.2

need to do better?

n The childminder has established strong relationships with parents. Parents are fully involved in children's learning. Successful methods, such as online and pictorial communication, are used to share two-way communication. Parents praise the childminder for the detailed daily reports she provides. They are thankful for the ideas they are given on how to extend their child's learning at home. n The childminder teaches children the benefits of having a healthy lifestyle. She provides children with healthy snacks and nutritious meals. Children thoroughly enjoy their social mealtimes. They access the resources that they wish to play with independently. However, opportunities to embed children's developing independence further are limited. For example, children cannot reach their own pegs to collect their coats before they go outside. They do not always have access to the bin to throw their tissues away after blowing their nose. The

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need to do better?

childminder does not always allow children opportunities to try and put their shoes on independently before going outside. n There is a strong focus on communication and language. Children gain a love of books and thoroughly enjoy sharing books with the childminder. They look forward to choosing a story to take home each day to share with parents. Children sing a range of nursery rhymes with the childminder. They take turns to think of the next action to the song 'the wheels on the bus'. Older children trace

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need to do better?

27 September 2021 over their name with paint and cotton buds. They recognise the initial letter sounds in their name. n The childminder knows the children well. She understands how they learn and what interests them. The childminder monitors children's progress closely and quickly identifies any gaps in their learning. However, the childminder does not always challenge older children enough in their learning. For example, she does not always extend older children's speaking and thinking skills during planned activities. n The childminder promotes children's physical development well. Younger children play on ride-on toys and climb up the steps of the pirate ship slide. They communicate to each other about where they are steering the ship to. Older children ride tricycles around the garden and practise their kicking skills as they play football with the childminder. Younger children explain how the toy

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need to do better?

lawnmower works. They navigate their way up and down ramps as they pretend to cut the grass. 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 how many rice cakes they have in their bowl. She encourages younger children to identify the colours of animals as they retell their favourite stories.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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 completed regularly to minimise any risks to children. Children are supervised well in all areas of the premises.

p.3

should:

n ensure the implementation of the curriculum consistently extends and challenges older children in their learning n identify more opportunities for children to practise their self-care skills and further develop their growing independence.

p.3

Setting details

Unique reference number EY559858 Local authority Cheshire West and Chester Inspection number 10190927 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 6 Number of children on roll 27 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and works in Upton, Chester. She works with another childminder and an assistant all year round. Sessions are from 7.15am to 6pm, Monday to Friday, except for bank holidays.

p.4

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 her evaluation of the setting. n Relevant documentation was sampled by the inspector, including evidence of the training of the childminder. n The childminder and the inspector had a tour of the premises and completed a learning walk to ascertain the childminder's intent and rationale for the early years curriculum. n The inspector observed the interactions between the childminder and children during 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.

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Inspection activities

27 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

27 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

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