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 develop close bonds with the childminder. They are happy and settled in the safe and secure environment. They freely explore and engage with things that interest them. Children place themselves into a sandpit and concentrate as they pour the sand and then scoop it into cones. They experiment with water and relish the moment of watching cars float along pipes. Children show delight as they quickly realise that the more water they use, the quicker the car will move. They explore with bubbles as they wave a wand in the air. The childminder is close by to offer support when it is needed. For example, she suggests changing the direction of the wand so that the wind will blow the bubbles. Children are making good progress and demonstrate a positive attitude to learning.

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The provision is good

Children display good manners and have a clear understanding of the childminder's expectations. The childminder is a good role model and has a calming nature. She values children's feelings and offers lots of reassuring cuddles. In turn, children are thoughtful and caring towards each other. Older children share resources with younger children and eagerly demonstrate how they work. They celebrate each other's achievements and happily cooperate in their play. This boosts children's self-esteem. Children's behaviour is good.

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need to do better?

n The childminder continually reflects on her practice. She actively seeks opportunities to develop her own knowledge and skills. For example, she has attended training to help her to assess the development of children's communication more closely. The childminder networks effectively with other childminders. She shares ideas and keeps abreast of any changes and updates. This helps the childminder to continuously improve her practice and further support children's care and development needs. n The childminder promotes children's communication and language skills well. For example, children eagerly listen to stories and show delight as they sing familiar songs and rhymes. The childminder chats to children, asks them questions and allows them time to respond. This results in all children being confident communicators, including those who are learning multiple languages. n Overall, the childminder has a good understanding of what children can already

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need to do better?

do and what they need to learn next. She follows children's interests well and plans focused activities to further support their learning. However, occasionally, the childminder does not fully consider the best ways to support the learning intended. For example, she does not consider the best times and places for the activities to take place. As a result, children are easily distracted, which has an impact on their levels of engagement. n The childminder promotes the good health and hygiene of children. She provides

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need to do better?

19 October 2022 healthy meals and snacks and reminds children of the importance of drinking water. Children wash their own hands and prepare their own snacks. For example, they peel bananas and confidently use a knife to slice them up. This helps children to develop their independence and coordination skills, which prepares them well in readiness for school. n Parents comment that they are very appreciative that they have chosen the childminder. They describe her as 'effortlessly wonderful'. The childminder shares information with parents on a daily basis about the activities, care routines and progress children are making. However, she is yet to develop relationships and share information with staff at other settings that children attend, to further support children's learning. n The childminder ensures that all children in her care feel valued. She supports children to embrace and celebrate differences between them, their families and

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need to do better?

others. For example, children dance around and move their bodies to music that reflects different cultural styles. Furthermore, the childminder uses key words to acknowledge other languages that children hear and use at home. This supports children's understanding of the world around them and celebrates the value of diversity. n Children enjoy a wide range of outings. For instance, they visit local shops to choose food and snacks. Furthermore, they go to parks and attend forest school sessions. These opportunities support children's understanding of their local community and the natural world around them.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a clear understanding and knowledge of safeguarding children. She confidently discusses the policies and local procedures she must follow to report any child protection concerns. In addition, the childminder is aware of wider safeguarding issues, such as domestic violence, drug and alcohol misuse and female genital mutilation. The childminder routinely checks her environment and places she visits with children to ensure that they are safe. She supervises children constantly as they play. This ensures that children's safety is always paramount while they are in the childminder's care.

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should:

n enhance the planning of adult-led activities, to support children to fully engage and to maximise their learning n develop procedures for sharing information about children's learning and development with staff at other settings they attend.

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Setting details

Unique reference number EY491404 Local authority Halton Inspection number 10236694 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 7 Date of previous inspection 6 March 2017

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Information about this early years setting

The childminder registered in 2015 and lives in Runcorn, Cheshire. She operates all year round from 8am to 5pm, Monday to Friday, except for 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 their evaluation of the setting. n The childminder and the inspector had a learning walk together to discuss the childminder's intention for children's learning. n The inspector spoke to the children at appropriate times during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector observed the interactions between the childminder and the children. n The childminder provided the inspector with a sample of key documentation on request. n The inspector took account of parents' views about the childminder's setting.

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Inspection activities

19 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

19 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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