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

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The provision is good

Children settle well and benefit from warm relationships with the childminder. They cuddle her unprompted and go to her for comfort. Children benefit from frequent, caring and fun interactions with the attentive childminder. Children run in as they are keen to start their day.

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The provision is good

Parents comment that the childminder teaches children to have impeccable manners. The childminder is a good role model. Children are polite and helpful. They happily help tidy up and are kind to their friends. For example, when a friend expresses an interest in drawing, they offer them paper, so they can draw together. The childminder uses praise well and helps children to build a sense of pride in their achievements. Children are confident. They initiate games with their friends and invite supervised visitors to join in their play.

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The provision is good

The well-qualified and experienced childminder provides a varied and suitably challenging curriculum. Children are eager to take part in activities. They carefully pick up pasta pieces and count them as they fill up containers. Children talk about shapes and quantities. They develop a secure understanding of mathematics. The childminder asks questions and gives children plenty of time to think and respond. She understands how to build on children's skills and extend their learning.

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need to do better?

n Children develop a love of reading. They enjoy regular stories and enjoy looking at books together. Children listen attentively to a story about a monster. They eagerly take turns as they shake and tickle the pages to see if the monster is still there. Children talk about how the monster looks sad. They talk about the characters which helps to develop an understanding of emotions. Children take books home to share with their families. They learn to link letters and their initial sounds. Children develop good levels of literacy skills. n The childminder models language well and uses some sign language. She places a sharp focus on supporting children's communication skills. Children learn new words, such as 'smooth' and 'hard.' Although the childminder talks with children well, she does not always simplify her language enough to help younger children rapidly learn new words and their meanings. n The childminder gives children plenty of time and encouragement to develop

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need to do better?

their independence. For example, they peel oranges at snack time and learn to put on their coats. The childminder teaches children how to keep themselves safe. For example, they talk about what they need to wear to stay warm outside. Children help feed the rabbits and learn how to be careful with the childminder's pets. Parents comment positively about the time children spend outdoors. Children plant flowers and enjoy active play. This helps to develop

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need to do better?

6 December 2021 their physical skills. n The childminder teaches children about healthy lifestyles. Children enjoy baking, learn about looking after their teeth and eat a range of nutritious foods. However, they do not always learn about how to make healthy food choices. n Parents comment positively that the childminder regularly and effectively shares information on children's development. She offers support and resources to help support their learning at home. The childminder monitors children's progress carefully. She understands how to work effectively with parents, other settings and professionals to support children, including those that may need additional support. Children gather the skills and knowledge they need for the next stage in their learning. n When the setting closed, due to the COVID-19 pandemic, the childminder kept in touch with children and their families. Parents state that this helped children

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need to do better?

settle back quickly. The childminder adapted children's handover to parents and took steps to ensure that this did not have a negative impact on her partnership with parents. n The childminder effectively evaluates her provision. She seeks feedback from parents and children to help identify further improvements. She continues her professional development to ensure her knowledge of best practice remains up to date. The childminder is aware of recent changes to current guidelines.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a clear understanding of her role to safeguard children. She confidently explains the signs and symptoms that indicate a child may be at risk of harm or neglect. The childminder understands the procedures to follow to report any such concerns to the relevant authorities. She has a clear knowledge of how to report any concerns about other professionals. The childminder maintains a safe and secure environment for children to play and learn in. She supervises children well and carefully minimises potential risks.

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should:

n strengthen ways to help younger children learn new words and their meanings to build their communication skills n develop children's understanding of healthy food choices and how this contributes to a healthy lifestyle.

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Setting details

Unique reference number EY481803 Local authority Cheshire West and Chester Inspection number 10209829 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 4 Number of children on roll 5 Date of previous inspection 22 August 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Chester. The childminding provision operates all year round from 7.15am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3.

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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 into account in the evaluation of the setting. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the childminder deliver a planned activity and discussed children's learning. n The inspector observed the interactions between the childminder and children. n The inspector spoke to children, to find out about their time at the setting. n Parents shared their views of the setting with the inspector. The inspector took account of their views.

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Inspection activities

6 December 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 December 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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