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 Good

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The provision is good

Laughter and giggles fill this home-from-home setting as children happily play. They have very close bonds with the caring childminder. Children spontaneously launch themselves into her arms for a cuddle and confidently chat with her during play. Interactions are kind and children settle well. Children choose from a large variety of activities, which they can access independently. They settle into imaginative play, carefully standing toy figures in a circle to sing the 'Hockey Cockey'. The childminder skilfully directs their play to encourage children to think about people who help us. They delight in finding the fire engine. Children with less language join in with a 'woosh' sound as they pretend to put out a fire. The childminder repeats words for children and offers new and interesting words. Children's language develops rapidly; they use a range of descriptive words in their play and conversations.

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The provision is good

The childminder is proud of the children's achievements and wants them to do well. She supports their readiness for school, by developing children's independence and self-help skills. Children learn to put on their coats and shoes, pour their own drinks and sit well at mealtimes. Older children help their younger friends, passing them their coats and shoes. Behaviour is generally good. Children enjoy many trips and outings. They go to the woods, climbing, exploring and discovering nature. They visit local parks to meet up with friends. Children have lots of opportunities to develop physical skills and learn about healthy lifestyles.

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need to do better?

n The childminder keeps her knowledge current with regular training. She has found recent safeguarding training informative. The childminder shares relevant learning with parents, for example information on safer use of technology. This helps to keep children safe. n The childminder uses her knowledge of child development to plan children's next steps. Children make progress. However, at times, activities are not sufficiently challenging. For example, children select the requested colours and shapes in a game easily and they quickly lose focus on the activity. On these occasions, children do not develop their concentration and learning is less rapid. n Parents share their complete satisfaction with the care the childminder offers their children. They describe their children as being happy and extremely settled with the childminder. They say the childminder helps to develop their children's personalities and their language improves rapidly. They describe how the

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need to do better?

childminder goes, 'above and beyond' to support both them and their children as they work together on set tasks, for example toilet training. Children benefit from this consistency between the home and the setting. n Behaviour is generally good and children use lovely manners. On occasion,

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need to do better?

14 November 2022 children become frustrated. The childminder swiftly intervenes and encourages the children to express how they feel. The childminder role models excellent behaviour. Children know what behaviour is expected and they understand appropriate boundaries. n Children talk about looking after their teeth; they know brushing their teeth helps to keep them clean. Children wash their hands at appropriate times during the day, for example, before lunch and after using the toilet. They ask for tissues when needed and clean their hands afterwards. Children follow good hygiene routines. n The childminder knows the children extremely well. However, at times, she anticipates their needs before they have asked for help. On these occasions, children do not develop thinking and problem-solving skills. n Books are well used. Children are encouraged to interact with stories; they eagerly engage, using puppets and actively joining in with familiar stories. The

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need to do better?

childminder asks children to recall a story and the characters within it. Children are developing their memory and recall skills. This will help them in their future learning. n Children work together on a task, for example pulling a heavy bag into the playroom. They celebrate their achievements together with huge smiles and laughter. Children develop friendships and social skills.

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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 responsibilities in keeping children safe from harm. She accesses regular safeguarding training, which keeps her knowledge up to date. She knows the signs and symptoms of abuse and what action she should take if she is concerned about a child's welfare. She makes sure the setting is secure and that all areas are free from hazards. The childminder supervises children carefully. The childminder holds a current paediatric first-aid certificate.

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should:

n offer consistent challenge in activities so that children remain engaged, and learning is continuous and rapid n allow children the time they need to work out a problem for themselves, so they develop their thinking and problem-solving skills.

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Setting details

Unique reference number EY479813 Local authority Cheshire East Inspection number 10236413 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 28 February 2017

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Information about this early years setting

The childminder registered in 2014. She lives in Crewe, Cheshire. She operates all year round, from 7.30am to 4.30pm, Monday to Thursday, except for family holidays. The childminder provides funded care for children who are aged two, three and four years old.

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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 manager and considered this in their judgements. n The inspector observed an activity and evaluated this with the childminder. n The inspector viewed feedback from parents during the inspection. n The inspector spoke to and observed children at appropriate times during the inspection. n The inspector and the childminder conducted a learning walk and discussed how the provision is organised, how the curriculum is planned and delivered and what children learn from this. n The inspector observed children, paying attention to how effective the curriculum is for children's learning. n The inspector viewed relevant documentation, including paediatric first-aid and public liability insurance.

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Inspection activities

14 November 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

14 November 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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