Edge, Theresa

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

p.1

The provision is good

Children thrive in the care of the attentive childminder. They enjoy caring and playful interactions with her. Unprompted, children tell the childminder that they will miss her when they start school. Children benefit from warm bonds with the childminder and show that they feel safe and happy in her care. The childminder took steps to maintain these bonds when children were not able to attend during the COVID-19 pandemic. She is also mindful that children missed out on experiences at this time and builds these into her provision. Children talk about the outings they enjoy with the childminder, such as a recent bus trip and a trip to a farm. Children develop their understanding of the world around them.

p.2

The provision is good

The well-qualified childminder has high expectations for children. She understands how to build children's skills and knowledge effectively over time and thoughtfully provides a wide range of activities to support their development. Children are eager to take part and concentrate for long periods. The childminder uses praise effectively and helps children to build their self-esteem. For example, they proudly hold up their finished pictures and say what great work they have done. Children are confident.

p.2

The provision is good

The childminder has a professional and caring approach. She is a good role model. Children are kind and express concern for their friends. They listen attentively to the childminder and are interested in her thoughts. Children behave well and learn to be polite and kind.

p.2

need to do better?

n The childminder keeps parents informed about their children's development through daily discussions, photos and regular assessments. Parents comment favourably on how well the childminder communicates with them. She shares ideas and resources with parents to support children's learning at home. n The childminder reads in an engaging manner. Children choose their favourite books to share. They eagerly act out the stories and use different voices for the family of bears in the story. The childminder fosters a love of reading. n The childminder frequently introduces new words, such as 'tiny' and 'half'. Children start to use new words and understand their meanings. The childminder supports children's developing communication and language skills well. n Children learn to solve problems. For example, they carefully start to copy letters in their name. They compare and work out where there are differences. Children

p.2

need to do better?

carefully do it again and correct their mistakes. They develop a positive and independent attitude to learning. However, the childminder has not yet developed children's understanding of the link between letters and sounds to

p.2

need to do better?

24 January 2022 fully support their literacy skills in readiness for school. n The childminder teaches children about emotions. They look in a mirror and try different expressions on their faces. Children explain that 'excited' is when you get a surprise. They learn to recognise and understand their feelings. The childminder teaches them about what makes them unique and to see the similarities and differences between themselves and others. n Children enjoy active outdoor play. They play on scooters, use tools to scoop and sculpt sand. They enjoy making big chalk pictures on the wall. Children develop their physical skills. n Children learn to manage risks and tasks themselves. Without being reminded, they blow their nose, put the tissue in the bin and clean their hands. Children explain that they need to get rid of the germs. They talk about how they walk closely to the childminder by busy roads to stay safe. Children eat a range of

p.2

need to do better?

nutritious food. However, the childminder has not yet developed children's understanding of healthy eating as part of healthy lifestyle. n The childminder is committed to continuing her professional development. She seeks feedback from other professionals to ensure that her early years knowledge is current. The childminder has reduced unnecessary paperwork to ensure that it does not interrupt time spent with the children. As a result of recent training, she has reflected on the importance and quality of her conversations with children. The childminder purposefully gives them more time to think and respond. This has had a positive impact on developing children's thinking skills.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands the importance of her role to safeguard children. She confidently explains the signs of abuse and neglect that indicate a child may be at risk of harm. The childminder understands the procedures to follow to report concerns about the welfare of children. She knows what to do if an allegation is made against her or if she has concerns about the conduct of other professionals. The childminder takes steps to minimise risks in areas children play to help keep them safe in her care.

p.3

should:

n support older children's understanding of how letters and sounds link, to develop their literacy skills further n develop children's understanding of the importance of healthy eating as part of a healthy lifestyle.

p.3

Setting details

Unique reference number EY552097 Local authority Cheshire West and Chester Inspection number 10145271 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 4 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Winsford. She operates all year round from 8am to 5.30pm, Monday to Thursday, and from 10am to 2pm on Friday, except for family holidays. The childminder holds an appropriate early years qualification at level 3.

p.4

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 that into account in the 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 the childminder delivering 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 written views of the setting with the inspector. The inspector took account of their views.

p.4

Inspection activities

24 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

24 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

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