Byrne, Victoria

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

Parents comment favourably that children are excited to see the childminder and develop strong bonds with her. There are many caring and fun interactions. For example, children cuddle the childminder unprompted. They throw back their head laughing as they pretend to row boats and sing with her. Children take turns to choose their favourite songs to sing. They benefit from regular song and rhyme sessions and enjoy exploring musical instruments together. Children are safe and settled. They thrive in the care of the nurturing childminder.

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The provision is good

Children learn about emotions and confidently talk about how they are feeling. They say they are proud of the childminder and ask how she is feeling. Children are considerate. They talk kindly about their friends and what they are good at. Children develop their personal and social skills.

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The provision is good

The well-qualified childminder plans learning opportunities that challenge and interest children. They are eager to participate in activities and are confident learners who develop a can-do attitude. The childminder asks questions and gives children the time to solve problems themselves. For example, they work out how to line up and lock latches and bolts on a board. The childminder compliments children and uses praise effectively, which helps to boost their self-esteem.

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need to do better?

n The childminder understands how to build children's knowledge over time. She makes the most of opportunities to support mathematical knowledge. For example, children talk about how many pieces of toast they have at snack. They count the pieces they have and say how many are left when they have eaten a piece and when they add some more to their plate. Children guess how many letters the postman brings. They build an effective understanding of numbers. n Children develop a love of reading. They confidently show visitors their favourite books. The childminder reads stories in an engaging manner and children listen intently. They fill in familiar phrases at key points in the story. Children talk about the characters and act out scenes from the book. Older children learn new words, such as 'boulder', and their meaning. The childminder talks to children clearly. At times, she does not always give toddlers the time they need to

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need to do better?

understand and learn new words. n Children behave well. The childminder sets clear expectations for behaviour. When necessary, she reminds children to share. They listen attentively and react promptly to her. The childminder is a positive role model and encourages children to be good role models too. They look proud as they share resources with their friends. The childminder explains that they are a team as they tidy up together. Children are happy to help.

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need to do better?

5 January 2022 n The childminder supports children to develop their independence. For example, children help to clear away the plates after snack. They enjoy fresh air and are invited to choose which park they go to. Children learn to manage risks themselves. For example, they ask for sanitiser to get rid of germs. Children explain that they will blow on their food first as it is still hot. They eat a range of nutritious food and learn about healthy eating as part of their understanding of healthy lifestyles. However, the childminder has not yet considered how to support children to understand how to keep themselves safe when using technology. n During the COVID-19 pandemic, the childminder kept in touch with children and their families to help maintain their bonds. As a result of feedback, she shares more information electronically with parents. They report that they appreciate how well she shares information on children's learning and development. The

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need to do better?

childminder also provides ideas to support children's development at home. She understands how to support children that may need additional help and how to signpost those families to support. n The childminder reflects on her skills and knowledge. She makes good use of training and other professional development opportunities to build her knowledge and keep up to date with recent changes in guidelines.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is committed to keeping children safe in her setting. She has a clear understanding of how to identify the signs and symptoms that indicate a child may be at risk of harm or neglect. The childminder understands how to report any such concerns to the appropriate authorities. She understands her responsibility to report any concerns about the conduct of other professionals. The childminder ensures that children have a safe and clean environment to learn and play in. She restricts visitors' use of mobile phones and cameras in her home.

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should:

n model language even more effectively to help younger children to understand and learn new words, to further enhance their communication skills n develop children's understanding of the importance of healthy habits around screen use, including how to stay safe online when using technology.

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Setting details

Unique reference number EY560190 Local authority Cheshire West and Chester Inspection number 10191000 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 3 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Winsford, Cheshire. She operates all year round from 8pm to 5pm on Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate 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 written views.

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Inspection activities

5 January 2022 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

5 January 2022 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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