Childminder in Cheshire East

Overall effectiveness Requires improvement

The quality of education Good Behaviour and attitudes Good Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

Children's personal development is not fully promoted due to gaps in the management of the provision. Newly employed assistants, who have not had their suitability determined by Ofsted, work in ratio with children and, on occasion, have unsupervised access to children. These are breaches of requirements. However, risk to children is minimal since the childminder does follow recruitment procedures that include Disclosure and Barring Service checks and seeking of references.

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The provision requires improvement

During the COVID-19 pandemic, the childminder adapted the curriculum to feature strong elements of outdoor learning. This reduced the risk of spreading infection indoors and promoted good health. This continues to impact positively on the quality of provision. Children thoroughly enjoy a stimulating outdoor curriculum which develops their physical skills well and provides inspiration for their creativity.

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The provision requires improvement

Children are happy, relaxed and curious at the setting. They concentrate on activities for long periods, given their age. Older children take on the responsibility of daily jobs. They give out their friends' shoes and coats as they prepare for outdoor play. This developing sense of responsibility helps children to grow in confidence and builds self-esteem. Children enjoy learning about the natural world. They explore fresh herbs in the garden, such as mint, rosemary and sage. They smell the mint and make comments on their observations, such as, 'mmmm, smells like when I brush my teeth'. Children are kind and considerate to each other. They happily share space and equipment as they make dough. Older children provide good language models for their younger friends. For example, they describe the texture of the dough as 'gooey, sticky and stretchy'. This supports the developing language of all children.

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need to do better?

n The childminder has not ensured efficient management of her provision. This has led to some gaps in practice. The childminder was not aware that assistants, whose suitability has not been checked by Ofsted, are not permitted to work in ratio or have unsupervised contact with children. Although the childminder is satisfied the assistants are safe and competent in the work they undertake, she has overlooked these requirements. On the day of the inspection, the childminder took swift action to make alternative staffing arrangements. n The childminder and her assistants have a shared vision for the provision. They provide exciting and creative experiences for children and communicate well to ensure that all children's learning needs are met. n The childminder is committed and passionate about the benefits of outdoor learning for children. They play in the well-resourced garden and visit local green spaces to explore nature. They have good opportunities to progress in

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need to do better?

26 April 2022 their physical development. For example, they find natural materials to make marks in the mud and young children climb and manage steps competently. n The curriculum offers a range of environments and locations which provide different opportunities for learning and enrich children's experiences. For example, children visit local beauty spots, such as Alderley Edge and Poynton pool. They take resources, such as books and magnifying glasses, with them to support their learning. n Books can be found in every room and outdoor space at this setting. For example, they are placed on the lower stairs, on shelves and in the garden. Children take a rest outdoors and enjoy story time. This promotes their developing language and love of reading. n The childminder maximises learning opportunities in everyday routines. For example, at snack time, younger children show high levels of small-muscle skill

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need to do better?

and dexterity as they chop and prepare their own fruit snacks. The children consider the weather and make decisions about the type of clothing they need to wear. This develops problem-solving skills and builds self-confidence. n The childminder plans activities which inspire children's creativity. Children are encouraged to make choices and decisions about how they use resources. For example, children choose to take the dough they have made outside. They pick dandelions to make a 'dough garden'. n The childminder works closely with parents and communicates well. She provides regular newsletters and a parents' handbook. This provides parents with key information and contains all the policies and procedures relating to the management of the provision. Parents appreciate the way the childminder keeps them updated about any changes to the setting and the curriculum. n The childminder works with other professionals when she has concerns about a

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need to do better?

child's development. She is aware of how to contact the health team or local authority for advice. The childminder also supports parents through the self- referral process. n The childminder has recently established links with the local authority childminder support team. This provides a point of contact for help and advice. However, the childminder has not focused her professional development sharply enough to broaden her knowledge and leadership skills. As a result, the overall effectiveness of provision is not yet good.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps children safe. She takes steps to ensure their safety when indoors and outdoors. The childminder carries out effective risk assessments. She gathers detailed information about children to ensure their health and safety is promoted. For example, she records allergy information and knowledge of their resting body temperature. This ensures she is alert to signs of illness. Children are aware of the safety boundaries in the garden. For example, they know that the trampoline is out of bounds. The childminder and assistants are aware of the action they must take in the event of a concern about a child in their care.

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should:

n focus more sharply on areas of professional development to broaden knowledge and leadership skills that raise the quality of provision to the highest levels.

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Setting details

Unique reference number 2534121 Local authority Cheshire East Inspection number 10208533 Type of provision Childminder Registers Early Years Register Day care type Childminder

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inspection

Total number of places 4 Number of children on roll 9 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in Poynton, Cheshire. She provides care during term time only, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

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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 provider and has taken that into account in their evaluation of the childminder. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

26 April 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

26 April 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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