Jackett, Helen Louise

Overall effectiveness Good

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

p.1

The provision is good

Children are excited to enter, emotionally secure when leaving their parents and quickly settle in the childminder's nurturing environment. The childminder engages extremely well in children's chosen play using expressions of positive reinforcement. Children demonstrate determination and problem-solving abilities when completing a jigsaw.

p.2

The provision is good

Children are motivated and thoroughly engaged by the exciting activities planned and provided by the childminder. They explore sensory play with curiosity and display a willingness to learn through their senses. For instance, the childminder thoughtfully provides a tray of water, cars, and different utensils for them to use imaginatively in their play and creative storytelling. She knows what methods the children enjoy learning by and makes good use of their interests to maintain their attention.

p.2

The provision is good

Children develop a love of books and are given a choice of which stories they would like to listen to. They are curious to find out more as they listen attentively and actively lift the flaps and turn the pages when prompted. This supports children's early literacy skills. The childminder has high expectations of children's behaviour. She praises them when they listen to her and follow instructions. Children are delighted when rewarded with praise.

p.2

The provision is good

Parents describe the childminder as 'going above and beyond' to support their children during the COVID-19 pandemic. Parents had to continue their work as key persons during the national lockdown. As a result, the childminder helped to maintain consistency and continuity for children's learning and development.

p.2

need to do better?

n Children have a highly positive attitude to learning and show a keen interest during demonstrations. They use trial and error to discover the best way to do something and enjoy the process. For example, when the childminder models putting a ball down the cardboard tube, a young child observes the ball coming out and tries up push the ball up from the bottom of the tube, looking puzzled as it falls out. Children develop their curiosity and a sense of awe and wonder relating to the world around them. n Young children are learning how to understand their emotions. For example, the childminder encourages them to look at their reflection in the mirror and introduces them to everyday emotions such as feeling happy or sad. On occasions, she uses long sentences and does not focus clearly enough on the words she wants children to learn. Therefore, this does not help children to hear and pronounce new words in the correct way.

p.2

need to do better?

25 March 2022 n Children observe how the childminder uses resources effectively and copy. For example, she successfully engages young children in a game of rolling a ball back and forth, which develops their physical skills and their concentration levels. However, occasionally, the sequence of learning does not always build on what the children already know and can do. As a result, children are not learning as much as they could. n Children learn about people less fortunate than themselves. They show their support for local charities by making sandwiches, baking cakes and donating money. This supports children's understanding of responsibility and their role in the world in which they live. n The childminder talks to children about the healthy food she offers, such as vegetables and fruit for lunch. Children are learning how healthy food helps them to grow and become strong. n The childminder gathers information from parents when children first start, to

p.2

need to do better?

find out about their interests and daily routines. This helps her to promote a shared approach to support children to settle. For example, the childminder uses the same type of beaker and utensils the children use at home. n The childminder evaluates the quality of her provision to provide exciting new experiences for children. She is developing an outdoor well-being area to help children express their feelings in a safe area. Children are enjoying more gardening projects to enhance their understanding of growth.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure understanding of how to keep children safe and protected from harm. She has taken steps to improve her knowledge of safeguarding, including county lines and online safety, and ensures that all her policies are updated to reflect these. The childminder pays attention to children's individual needs, such as food allergies and intolerances. Robust procedures ensure that all adults living in the household are suitable to have contact with children. The childminder knows the essential steps to take if an allegation is made against herself or a household member.

p.3

should:

n develop ways to enhance younger children's communication and language to extend and increase their vocabulary n provide children with challenging experiences that build on what they already know and can do, to maximise their learning.

p.3

Setting details

Unique reference number EY275976 Local authority Trafford Inspection number 10129038 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 12 Number of children on roll 0 Date of previous inspection 13 June 2016

p.4

Information about this early years setting

The childminder registered in 2003 and lives in Timperley, Cheshire. She operates from 7.30am to 5.45pm Monday to Friday all year round, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She occasionally works with an assistant.

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 their evaluation of the setting. n The childminder and the inspector completed a learning walk to discuss the childminder's intentions for children's learning. n The inspector observed numerous interactions between the childminder and the children. n Parents shared their views of the setting in writing, which the inspector took account of. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

25 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

25 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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