Holt, Andrea Helen

Overall effectiveness Requires improvement

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

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The provision requires improvement

Children know that they are welcomed and valued by the childminder. They enter her home ready to play and learn. Children happily follow the familiar morning routine. They chat with adults and to each other, while they eat toast and have a drink. They show that they feel relaxed and confident. Children eagerly join in when it is time to find their written name. Children of all ages receive the individual support they need to pick out the right name card. Older children easily recognise their name. They read and say the sound it begins with. This promotes their early literacy well. To complete the routine, children think and talk about how they are feeling today. As a result, they begin to understand their own and each other's emotions.

p.2

The provision requires improvement

Children know the childminder's expectations for their behaviour. They respond well to her consistent, up-beat guidance. However, the childminder does not train her assistants to follow her approach to promoting children's positive behaviour well enough. The assistants ask children to follow instructions but do not make activities and interactions engaging and meaningful enough. This does not encourage children to participate and cooperate. It demonstrates weak understanding of how children learn. Consequently, children's self-control is sometimes not promoted well enough.

p.2

need to do better?

n The childminder has improved her systems for recruiting new employees. She has employed new assistants since the last inspection. The childminder made her own checks of candidates' suitability. She provided Ofsted with the information needed to complete the vetting process. n The childminder ably demonstrates her strong professional knowledge and skills. However, she does not identify the strengths and weaknesses in her assistants' practice effectively enough. This means that the quality of practice is inconsistent and children do not make the progress that they are capable of. The childminder describes plans for training her assistants. However, these are not yet embedded and their impact on practice is not established. n The childminder interacts with children in a positive, informative way. For example, she skilfully teaches pre-school children to understand the word 'symmetry'. This promotes their mathematical development. She supports

p.2

need to do better?

younger children to name the fruit they want to eat at lunchtime. This helps to extend their meaningful vocabulary. However, her assistants' interactions do not demonstrate enough understanding of how young children learn language. This slows the rate at which children acquire new words. n The childminder generally sequences her teaching well. She makes learning interesting and enjoyable. For example, pre-school children go hunting for the

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need to do better?

30 June 2022 toy bear that she has hidden. They become deeply involved in the exciting search. However, activities offered by assistants are sometimes not as well targeted. For example, they ask toddlers questions about limited facts that children do not yet know the answer to. This limits conversation and does not promote children's new learning effectively enough. n Children generally respond well to the childminder's rules and routines. She provides skilled, direct teaching that helps children to play together and learn to respect each other. However, there are occasions when children are not supported to follow the assistants' instructions. For example, pre-school children chalk on the easel and crawl about on the floor during story time. The weaknesses in teaching prevent children from developing consistently positive attitudes to learning. n The childminder teaches children habits that promote their good health. For

p.2

need to do better?

example, children wash their hands regularly, especially before and after eating. This helps to keep them safe from infection. Children find out about eating a balanced diet. They learn to eat enough, but not too much. Children make good progress in learning to dress and feed themselves. This helps them to gain independence ready for school. n Parents and carers like and trust the childminder. They say that new children settle in quickly. Parents say that children talk with enthusiasm about the childminder's 'amazing roast dinners'. They comment that children who are reluctant to eat at home, eat well in her provision. Parents say that they feel well informed about children's care routines and learning. This includes good communication about changes to assistants.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder demonstrates a good understanding of child protection matters. She keeps her knowledge of local safeguarding procedures up to date. The childminder trains her assistants to follow her safeguarding policy and procedures. She checks that they know what to do if they have concerns about the welfare of children in her care. The childminder takes account of children's additional needs, such as food allergies, when she plans the menu and prepares meals. She works in partnership with parents to keep children safe in hot weather. She re-applies sun cream as necessary throughout the day. The childminder keeps records as required. For example, she records the times and days when children attend her provision.

p.3

Due date

30 June 2022 measure the quality of assistants' practice more accurately so that training and coaching target weaknesses more precisely and the curriculum continually improves 21/07/2022

p.3

Due date

implement systems for promoting children's positive behaviour consistently so that children are supported to develop the highest levels of self-control 21/07/2022

p.4

Due date

train assistants to engage children in informative interactions that continuously extend the number of words that children understand and use. 21/07/2022

p.4

Setting details

Unique reference number EY362299 Local authority Cheshire East Inspection number 10225288 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 18 Number of children on roll 18 Date of previous inspection 18 January 2022

p.5

Information about this early years setting

The childminder registered in 2007 and lives in Nantwich. Her provision operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a qualification at level 3, and one assistant holds a qualification at level 2. She provides funded early education for two-, three- and four-year-old children. The childminder works with two assistants.

p.5

Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector discussed the childminder's intentions for children's learning. n The inspector observed and discussed activities offered by the childminder and her assistants. She spoke with and played with children. n Three parents spoke with the inspector. 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, her assistants and members of her household aged 16 years and over.

p.5

Inspection activities

30 June 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

30 June 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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