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 Not applicable

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The provision is good

Eager children enjoy a range of interesting activities at this safe and welcoming setting. Children are curious as they discover a leak in the water tray. They put a cup underneath it to catch the drips, watching carefully until the cup is almost full, then tipping it back into the water tray. Children talk about the cup being 'full' and 'empty'. The childminder cleverly supports them as she extends their thinking with relevant questions. Children enjoy songs and stories. They smile as they eagerly reach into the song bag, guessing which toy they will pull out. Children are confident with this familiar activity; they name the toy and the song it represents. The childminder has high aspirations for children. She has carefully planned the activity to include number songs to meet children's current targets. Children build on their knowledge as they practise counting and demonstrate lovely recall as they

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The provision is good

remember the words to the songs. Children listen well to stories that are expertly read by the dedicated and experienced childminder. They have close bonds with the childminder, and they snuggle close to her as they enjoy the story.

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The provision is good

Children enjoy many trips out of the setting. They go to toddler groups and enjoy nature walks. These experiences help them to develop friendships and build their confidence playing in larger groups. Children behave well. They use lovely manners, and they know how to take turns. The childminder role models good behaviour. She calmly supports children to express their feelings and to understand how others might feel.

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need to do better?

n The childminder understands the need for her own continual professional development. She uses learning to continually increase her knowledge and improve her teaching skills. The childminder is motivated and dedicated to continually improve outcomes for the children in her care. n Children are happy and settled in the setting. They have loving bonds with the childminder, and they chatter during play and are able to express their thoughts and opinions. Children know the routine of the day and can anticipate what will happen next. For example, they know to go and wash their hands before helping to prepare lunch. Children have their own peg to store their coats and bags. This increases their sense of belonging. n The childminder considers how to help children understand national events and celebrations. For example, she plans a trip to a Coronation event, where children can learn and explore this royal tradition in a meaningful way. Before the event,

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need to do better?

she introduces a relevant book, and children have many conversations as they explore the pictures. Learning is sequenced, and children build their understanding of the world they live in. n Activities are planned to offer some challenge for children. For example, children

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need to do better?

27 April 2023 persevere and work hard to squeeze a peg and clip it onto a picture. This activity strengthens children's small muscles and builds their physical skills. These opportunities help to support children's resilience and independence. n The childminder develops children's thinking skills by asking a range of questions during their play. She encourages children to think about what might happen if they try something. She gives them time to test out their ideas. Children develop problem-solving skills and develop their confidence. n The childminder uses her assessments well to plan and sequence appropriate activities to support children's learning. She provides many opportunities for children to build on their skills and make progress. However, on occasion, children find it hard to decide on an activity and remain engaged in it. They flit between activities or wander with no real purpose. At these times, their usually

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need to do better?

good learning is less rapid. n Children develop skills in self-care and managing daily tasks. Children are involved in preparing snacks and lunch. They progress from using a lidded cup to using an open cup. Children build their independence as they develop self- care skills. n Children have lots of opportunities to be physically active. They roll a ball down a hill and run after it, giggling as they pick it up and run back up the hill. The childminder encourages children to think about the foods that give them energy as they eat snack. Children begin to think about healthy lifestyles. n Partnerships are a strength of the setting. The childminder works closely with a range of agencies to make sure that the support children need is in place. She liaises with parents and offers support and ideas for activities at home. This gives children consistency and helps them to make continued progress.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder knows her role and responsibility in relation to keeping children safe from harm. She attends regular safeguarding training to keep her knowledge up to date, and she knows the signs and symptoms of abuse. She is confident in what to do should she be concerned about a child's welfare. The childminder has a current paediatric first-aid certificate and knows what to do in the case of an emergency.

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should:

n consider ways to support children as they choose and engage in activities, so the good progress children make is even more rapid.

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Setting details

Unique reference number 2630284 Local authority Cheshire East Inspection number 10285876 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 2 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2021 and lives in Congleton. Her provision operates all year round, from 8am to 4pm, Tuesday to Thursday, except for family holidays. The childminder holds a qualification at level 3.

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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 provider. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the interactions between the childminder and children. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

27 April 2023 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

27 April 2023 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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