Monteith, Emma Louise

Overall effectiveness Good

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

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The provision is good

Children are happy, safe and secure in the childminder's warm and inviting home. The childminder has high expectations for children and promotes positive behaviour consistently. The childminder and her assistant work closely together to create an ambitious curriculum which meets the needs and abilities of all children, including those with special educational needs and/or disabilities. The childminder knows children well. She works closely with parents to establish a good understanding of children's capabilities and interests before they start at the setting. The childminder uses this information to plan effectively for children's individual needs. Children settle very quickly and demonstrate a strong sense of belonging, as they explore the vibrant and stimulating environment.

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The provision is good

Children show great determination when mastering new skills. The youngest children show intense concentration as they build a tower of blocks. They clap their hands in delight when they achieve this. The childminder captures opportunities to incorporate counting and early mathematical concepts. Children beam with pride as they count how many blocks are in the tower. The childminder plays alongside children and skilfully enhances their learning. She uses praise and encouragement in abundance. This helps to build children's confidence and self-esteem.

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need to do better?

n The childminder has a secure understanding of how children learn and develop. She plans activities based on children's interests and prior knowledge. The childminder is confident in identifying when children may need further support. She works closely with other professionals and parents to meet children's individual needs. Funding allocated to these children is used to implement specific and personalised support. This partnership working helps to ensure all children make good progress. n The childminder and her assistant accurately reflect on practice. They seek the views of parents and attend local authority 'drop-in' sessions to identify areas for further improvement. However, occasionally during group activities, the childminder does not adapt her teaching effectively to ensure the younger children remain engaged. Therefore they do not always fully benefit from the learning experiences. n The childminder places a strong emphasis on promoting children's early literacy

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need to do better?

skills. She reads with enthusiasm and asks thoughtful questions to prompt the children's memory of what comes next. For example, when reading a familiar story, 'The Dinosaur That Pooped Christmas', the childminder asks what happens to Granny. The children recall with delight, 'he slurped up her knitting like strings of spaghetti', and laugh infectiously. n The childminder promotes healthy eating and provides a varied and balanced

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need to do better?

16 December 2022 diet for the children to enjoy. Children benefit from visits to the childminder's allotment, where they grow vegetables and herbs to use in their meals. Children learn first-hand about growth, decay and where their food comes from in a fun and informative manner. n Children enthusiastically join in with familiar songs and rhymes. They listen intently and copy the actions, showing good physical dexterity and confidence. Children use a variety of musical instruments and dance around the room. They become out of breath and giggle with delight, demonstrating their enjoyment. n Children have a vast array of opportunities to experience the local community and further afield. They practise their social interactions as they visit parks, shops, zoos, soft play centres and the library. The childminder has created a curriculum rich in experiences, which excites the children and allows them to see

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need to do better?

the awe and wonder of the world. A recent highlight was a visit to a reindeer farm. Children also benefit from a weekly forest school session where they build campfires and toast marshmallows. This helps children to develop confidence and a growing understanding of the world around them. n Parents are highly complementary about the childminder and the 'second home' she provides for their children. They state how their children are extremely happy to attend. Parents love the app that the childminder uses for two-way communication, and the photos she shares each day. This partnership working has a positive impact on children's learning and development. The childminder has forged a good relationship with the local primary school, and children are well supported through transitions and for their move on to school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a thorough knowledge of child protection and is astute about the potential signs and symptoms of abuse or neglect. The childminder knows the referral procedure well and knows what to do if there is an allegation made against her or an assistant. She teaches children about keeping safe and managing their own risks, such as being careful on the icy path and to watch out for their friends as they run around. Robust recruitment procedures ensure, that her assistants are suitable to work with children, and the premises are safe and secure.

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should:

n differentiate teaching to provide children of different ages and abilities with appropriate levels of support and encourage them to display high levels of engagement during group activities

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Setting details

Unique reference number EY457457 Local authority Cheshire West and Chester Inspection number 10236045 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 11 Date of previous inspection 18 January 2017

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Information about this early years setting

The childminder registered in 2013 and lives in Chester, Cheshire. She operates all year round, from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at degree level and works with several assistants when required. She provides early education funding for two-, three-, and four-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 provider and has taken that into account in their evaluation of the childminder. n The childminder and the inspector discussed the curriculum and the intentions for children's learning. n The inspector observed the quality of education being provided and assessed the impact on children's learning and development. n The inspector spoke to children at appropriate times and observed the childminder's interactions with children during play and daily routines. n The inspector carried out a joint observation with the childminder and discussed the impact of teaching on children's learning. n The inspector spoke to parents and took account of their views. n The childminder provided the inspector with a sample of relevant records and documentation, including evidence of training and the suitability of adults living

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Inspection activities

and working at the household. n All areas of the premises used for childminding were viewed and the inspector took account of how the childminder ensures that children are safe.

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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

16 December 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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