Childminder in Cheshire East

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

Children demonstrate that they feel really valued and safe in the childminder's home. They start their busy day happy and brimming with confidence. Children know that their time will be filled with interesting things to do and talk about. For example, they run to check whether the potatoes have sprouted out of the soil in the containers. Children see that the childminder is excited. This helps to promote their obvious enthusiasm and sense of anticipation. Everyone is really happy to discover that one little shoot has emerged. Children remember burying the potatoes. They talk about what will happen next and wonder how long it will take for the potatoes to grow. Children, therefore, learn first hand about growing the food that they eat. They find out that it takes care, time and patience.

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The provision is outstanding

Parents and carers say that children are 'getting the best start in life with a wonderful teacher and carer'. The childminder's unmistakeable dedication to her role during the COVID-19 restrictions, helped children to continue their excellent progress. Children settled down at home to watch the childminder reading and talking about favourite stories. They checked the daily weather by looking online at the childminder's familiar chart. Parents helped children to communicate regularly with the childminder and each other, for example, via secure social networking. The childminder successfully established new ways to communicate her high expectations for children's achievements. Children settled back happily and eager to continue learning, when they returned to her provision.

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need to do better?

n The childminder obtains information and training from a wide range of sources. She uses her learning to continuously improve her practice. The childminder observed that children were fascinated by numbers and number operations. She deepened her own knowledge of how children learn to count and calculate, then devised her own number games. The outcome is that children have fun and make extremely rapid progress in mathematics. n The childminder successfully teaches children to be curious and to find things out for themselves. The childminder and children realise that they do not know the names of some of the shells that they are playing with. They make a plan to look on the internet and to ask the mobile librarian for books about shells. The childminder's example and leadership help children learn how to learn. n The childminder is unfailingly interested in children's ideas. She asks perceptive questions, that help to establish a joint understanding of their thinking. This

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need to do better?

helps the childminder to put children's own ideas at the heart of the curriculum. She combines this with accurate assessment of what children need to learn next. Children, therefore, become deeply engaged in learning, that motivates and challenges them. All children make exceptional progress.

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need to do better?

21 March 2022 n The childminder establishes and follows highly consistent routines in her provision. Children, from the youngest age, know that they must not go past the mat at the entrance to the kitchen area. This helps to keep them safe. The childminder skilfully balances rules with choice. Children make individual and joint decisions throughout the day. For example, they make a joint decision about where to eat their snack. This helps to promote children's capacity for self-determination. They learn to consider other people's points of view. n The childminder finds innovative ways to incorporate different cultures and beliefs into her curriculum. She plans kitchen discos that include music from many genres. She places a 'laughing Buddha' where children can rub his tummy for good luck. The childminder checks that her books and resources do not promote prejudice toward individuals or groups. She helps children to feel proud

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need to do better?

of what makes them unique and to challenge injustice. n The childminder sequences children's learning really effectively. She teaches children to listen carefully to sounds around them. When children hear a train, they excitedly run to find the picture of a train on the garden fence. This helps children, from a very young age, to associate sounds with symbols. This prepares them extremely effectively for early reading. n Partnerships with parents are positive and effective. Children learn meaningful vocabulary when they name and describe the objects, such as delicate leaf skeletons, that they bring for the childminder's outdoor 'treasure wall'. They remember and talk about where they found them. This helps children to make rapid progress in communication and language. Children learn to value everyone's contribution and this promotes everyone's self-esteem really well. n The childminder communicates extremely well with other professionals, such as

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need to do better?

health visitors and teachers at school. This helps everyone to work closely together really effectively as a team, to promote children's individual well-being and development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder makes sure that she keeps her knowledge of child protection matters up to date. She trains her assistant to understand and follow her safeguarding procedures. The childminder incorporates new knowledge into her practice. For example, she teaches children to use the internet safely. Older children know that they must not share their address or other details online. The childminder is extremely well organised and sensible. She records all required information, such as details of medication that she administers. She makes sure that she notes the reason for the medication. This helps her to promote children's health and well-being, in partnership with parents.

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Setting details

Unique reference number EY421882 Local authority Cheshire East Inspection number 10129099 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 12 Number of children on roll 9 Date of previous inspection 3 July 2015

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Information about this early years setting

The childminder registered in 2011 and lives in Scholar Green. Her provision operates all year round, from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She sometimes works with an assistant.

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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 that into account in her evaluation of the provision. n The childminder and the inspector discussed the childminder's intentions for her curriculum. They considered the impact of activities on children's progress. n The inspector observed interactions between the childminder and children. She spoke with and played with children. n Parents provided written testimonials about the childminder. The inspector took account of parents' views. n Documents used in the childminder's setting were sampled by the inspector. The inspector checked evidence of the suitability of the childminder and members of her household aged 16 years and over.

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Inspection activities

21 March 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

21 March 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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