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 are happy and safe in the childminder's home. They choose what they would like to play with from a wide range of appealing resources. The childminder acts on children's preferences and joins in role play and games with them. She provides a simple narrative of what children are doing to help them to develop their language. Children continue with the childminder's ideas and use their imagination well. Children show they are relaxed, and happily go to the childminder for reassurance. They are able to express their preferences if they prefer to do something different to what the childminder has planned.

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The provision is good

Children demonstrate age-appropriate behaviours and the childminder supports them to practise turn-taking. She helps children to remember not to shout or snatch toys from others. Children respond to the childminder's instructions well. They show delight when she suggests getting out a new favourite painting activity. The childminder sets small tasks for children to encourage them to help, such as carrying the paintbrushes through to the playroom. Children engage well in their chosen play for long periods of time. The childminder enables children to investigate and explore their curiosities.

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need to do better?

n The childminder makes assessments of children's progress and identifies when children need extra support. She uses her knowledge of what children know and can do to plan for their next steps in learning. n The childminder talks to children during their play, encouraging conversation. During role play, she pretends that they are going on holiday in a camper van. She reminds them to put their seatbelt on and asks them, 'Where shall we travel to?' This helps to broaden children's vocabulary. However, on occasion, the childminder sometimes mispronounces words when talking to children. n The childminder reads stories to children to ignite an interest in books. She links the stories she reads to activities to help them to include new learning from the story into their play. For example, the childminder links stories about autumn to a treasure hunt game finding autumn-themed objects. The childminder uses

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need to do better?

new words in play, which helps to expand children's vocabulary. n Parents speak positively about the childminder. They regularly receive text messages that explain what their children have been learning. The childminder also shares ideas on how parents can extend and continue to support their children's learning at home. n Children eat nutritious and balanced home-cooked meals. They drink water and eat fruit for pudding, which promotes good oral health. The childminder introduces new foods to children to develop their taste buds. They develop an awareness of foods from other countries while learning to lead healthy lifestyles.

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need to do better?

5 October 2022 n Through assessment, the childminder identifies that some children would benefit from developing their awareness of counting and number. She provides children with resources to support their mathematical development, such as objects to count and number lines on display. However, the childminder does not always focus her teaching closely enough on exactly what mathematical skills children need to develop based on their prior knowledge of mathematical concepts. n Children practise being independent and are able to do things for themselves. They know to wash their hands after using the toilet and after messy activities. Children strengthen their small muscles as they put on their own socks and squeeze tubes of paint onto palettes. n The childminder accesses mandatory training and has also attended training that helps her to support children with their turn-taking skills. However, the childminder's professional development is not always linked to the specific needs

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need to do better?

of the children, or sufficiently focused on improving her own knowledge of the areas of learning and understanding of how children learn, to enhance the teaching of the curriculum.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibility to keep children safe. She completes regular training to ensure her knowledge of signs and symptoms of abuse is accurate. This includes recognising signs of child abuse due to family issues such as job loss, financial worry and parents having extremist views. The childminder understands the procedures to follow and whom to contact if she has concerns about the welfare of a child. She knows what action to take if an allegation is made about herself or a family member. The childminder supervises children well and considers children's road safety on outings.

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should:

n consider more closely children's individual next steps in learning during activities, giving particular regard to when supporting children's mathematical development n focus professional development more sharply on the specific needs of the children and improving knowledge of the areas of learning and how children learn.

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Setting details

Unique reference number 303349 Local authority Halton Inspection number 10234474 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 5 Date of previous inspection 7 November 2016

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Information about this early years setting

The childminder registered in 1994 and lives in Widnes, Cheshire. She operates all year round from 7.30am to 6.30pm, Tuesday to Thursday, 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 childminder and has taken that into account in her evaluation of the childminder. n The childminder explained to the inspector how she organises her environment and curriculum to meet children's needs. n Together with the inspector, the childminder observed children at play and discussed their development and progress in learning. n The inspector and childminder discussed the quality of her teaching and approach to professional development. n The inspector took account of parents' views. n The inspector observed interactions between the childminder and children. n The inspector sampled documents, including two-year-olds' progress checks and paediatric first-aid certificates.

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Inspection activities

5 October 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

5 October 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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