Childminder in Halton

Overall effectiveness Good

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

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The provision is good

Children have a secure relationship with the childminder and feel safe and confident around her. They are happy to talk to visitors to the setting and include them in their activities. For example, one child asked the inspector to watch them, as they proudly named colours and counted stacking blocks to ten. This demonstrates that they are confident and motivated in their learning. The childminder understands the benefits of fresh air and exercise, and is passionate for children to physically develop in the outdoors. Children run and kick leaves at the local park. They stretch, jump and bounce when they visit soft play areas. These regular outings develop their large muscles and increase their knowledge and understanding of the world around them.

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The provision is good

The childminder knows the children well and has designed a curriculum that builds on what they already know. As a result, children engage enthusiastically with their learning. For example, they feed rice to a doll as they suggest that 'it's hungry'. They sing 'happy birthday' as they make rice birthday cakes and pretend to blow out candles. They suggest that they have made 'strawberry ice cream for the party'. Children are ready for their next steps in learning and are active in their learning as they are given time to explore and express their thoughts and ideas in their play.

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need to do better?

n The childminder uses continual dialogue to help children build their vocabulary and communication skills. She gently corrects children who mispronounce words they know, by repeating it back to them correctly. However, the childminder does not always support children to learn the vocabulary they need to recognise and talk about their feelings and emotions. n All children, including those who speak English as an additional language, make good progress from their starting points. The childminder has provided early education and care to children seeking refuge from other countries. She works closely with parents to understand children's needs and support them with their transition from another country. n Children are independent and respectful, and the childminder supports this well. For instance, children get drinks from the fridge for snack time and put their plates in the sink when they are finished. They use good manners, saying

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need to do better?

'please' and 'thank you' to adults and their peers, during play and at mealtimes. Children are praised for their achievements, and this develops their sense of responsibility and boosts their self-esteem. n Children use mathematical language in their play. For example, they identify circle- and heart-shaped crackers in their snack. They count carrots in the role- play kitchen and tell the childminder that the ice cream cone is 'full up'. The

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need to do better?

26 September 2022 childminder encourages children to count and understand mathematical concepts in daily situations. n Communication with parents is effective through online platforms and face-to- face dialogue. Parents say that they are extremely happy with the care that the childminder provides. They comment that the children are happy and safe and make good progress with her. Parents value the help the childminder gives them when supporting children with special educational needs and/or disabilities. n Diversity and cultural differences are valued by the childminder. For example, children use individual photo albums to talk about themselves and each other's families. They recognise their own photo next to a flag that represents the country of their birth, and this creates opportunities to discuss similarities and differences with their peers. Children develop positive attitudes and respect for people who are different from themselves.

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need to do better?

n The childminder is passionate about giving every child a good start in life. She is reflective, and has identified areas for her own professional development that she wants to improve. She considers how she can use children's interests to plan activities that support their learning. This results in children being prepared for their next stage, such as school. n Care practices are good. The childminder reminds children to cover their mouths when they cough. Children wash and sanitise their hands before and after mealtimes and after they use a tissue. Children learn good hygiene practices.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her role and responsibility to protect children and keep them safe. She ensures that her home is safe and free from hazards and regularly carries out risk assessments for the home environment. On outings, she talks to children about the importance of road safety. The childminder has attended safeguarding training and can identify signs and symptoms that a child is at potential risk of harm or abuse. She has a broad understanding of safeguarding issues and knows the procedures to follow if she has any concerns about the welfare of a child.

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should:

n support children to learn the vocabulary they need to recognise and talk about their feelings and emotions.

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Setting details

Unique reference number EY405524 Local authority Halton Inspection number 10235376 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 7 Date of previous inspection 3 October 2016

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Information about this early years setting

The childminder was registered in 2010 and lives in Runcorn, Cheshire. She sometimes works with an assistant. The childminder operates all year round, from 6am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a recognised early years qualification at level 3. The childminder provides funded early education for two- and three-year-old children.

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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 their evaluation of her setting. n The childminder and the inspector carried out a joint observation and discussed the impact this had on children's learning. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder spoke to the inspector about her intentions for children's learning. n Children spoke to the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n The inspector spoke to several parents during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

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 September 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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