Childminder in Cheshire East

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

Children are settled and content at this caring setting. Due to the COVID-19 pandemic, their experiences are a little different. For example, parents do not enter the setting at drop-off and collection times. That said, children adapt well and show that they are comfortable and happy in the childminder's care. For example, they approach her for cuddles for reassurance and tell her, 'You're the best.'

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The provision is good

Children's eagerness to play fills the air. They shout 'yay' with delight while going down the slide, after successfully climbing the steps. Children happily talk to their peers throughout the day. They demonstrate positive attitudes towards their learning. For example, while playing, children notice things around them, such as minibeasts in the garden. They excitedly say that there were 'two ants' and show fascination when a bee comes inside. Children develop their small-muscle skills and imagination as they build 'castles' with small construction blocks and as they roll and cut play dough. They develop their problem-solving skills, such as when finding the correct-sized stencils. They say, 'Not this one, it is too small.' Outdoors, children show good spatial awareness and large-muscle skills while running and using bicycles.

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need to do better?

n The childminder establishes a homely environment where she aims to 'give children the best start to their education' and 'prepare them for tomorrow'. She seeks the views of children and their parents. This helps the childminder to identify ways to further improve, such as by purchasing new resources for the children to use. n In the main, the childminder provides children with a curriculum that follows their interests and builds on their prior learning. This helps children, including those in receipt of additional funding, to make good progress. However, some of the activities do not fully deepen children's learning or consistently meet their individual learning needs. n Children play with their friends and behave well. They use good manners, and the childminder reminds them of these if needed. For example, they ask if they could please have some more toast. Children follow instructions from the childminder and show pride when they achieve things. They remember and talk

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need to do better?

about being given a badge for doing well during football lessons. Children are curious about other people. For example, they smiled at the inspector and asked him, 'Are you working?' They noticed that the inspector was typing on his laptop and said, 'My mummy has a big laptop.' n Overall, the childminder prioritises children's communication and language development. She fosters children's love of books and engages them in conversations. The childminder helps children to learn new words, such as

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need to do better?

1 July 2022 'wriggly'. She asks children questions while they play. That said, many of these questions are to check what children know about colours. This does not fully promote their communication, language or thinking skills. n The childminder supports children who speak English as an additional language well. For example, she uses words from their home languages and teaches children about different cultures. The childminder plays music and provides food from children's home countries for all children to experience. n The childminder follows stringent hygiene practices, which helps to promote children's good health. She talks to the children about oral hygiene. The childminder asks them if they would like to help, such as by tidying up and by setting the table in readiness for lunchtime. She encourages children to choose from a variety of nutritious foods, such as peppers and olives. The childminder

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need to do better?

talks about why these foods are good for our health, including how some foods are healthy because they contain vitamins. n The childminder is establishing links with schools to support children during transitions. She explains how partnerships with parents are a strength of her setting. Parents say that the childminder is friendly and approachable. They describe the setting as a 'nurturing environment' and say that the experiences the childminder provides are 'fun' and 'enriching'. Parents report that their children make tremendous progress.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Thorough procedures are carried out to check that all adults living or working in the premises are suitable. The premises are safe and secure. The childminder and her assistants complete safeguarding training and keep this knowledge up to date. The childminder knows how to keep children safe and protected from harm. She knows the steps to take should there be concerns about children's welfare or an allegation made against herself, assistant or household member. The childminder has a broad understanding of safeguarding issues, including female genital mutilation and child trafficking.

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should:

n sharpen curriculum planning so that activities deepen children's learning more fully and consistently meet their individual learning needs n enhance the ways that questions are used to fully promote children's communication, language and thinking skills.

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Setting details

Unique reference number 2575248 Local authority Cheshire East Inspection number 10232963 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 8 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020 and lives in Crewe. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for family holidays. The childminder is registered to work with assistants.

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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 his evaluation of the setting. n The childminder and the inspector had a learning walk and tour of the premises. n The inspector held discussions with the childminder and children at appropriate times during the inspection. n The inspector observed the interactions between the childminder and children throughout the inspection and evaluated the impact on children's learning. n The inspector and the childminder observed an activity and discussed this afterwards. n Relevant documentation was reviewed by the inspector, including evidence of the childminder's training. n Written comments from parents were taken account of by the inspector.

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Inspection activities

1 July 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

1 July 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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