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

When arriving at the setting, it is clear that children feel happy and secure in this safe and engaging environment. Older children chat happily with the childminder about the walk to the local school and how kind and friendly the 'lollipop lady' is. Younger children also engage with this and babble happily to the childminder and their friends. The childminder responds appropriately and is careful to speak clearly and correctly to all the children. This helps all children to improve their speech and language.

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The provision is good

The childminder is a good role model and has high expectations for children's behaviour. She always models good manners and ensures that all children have an opportunity to contribute to discussions. She ensures that children listen to each other and are happy to wait for their turn to speak. As a result, children behave very well in the setting and treat each other with kindness and respect.

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The provision is good

The childminder has high expectations for children's learning. She knows what she wants them to learn next and provides a wide range of activities to support this. For example, children enjoy making a bee hive using a variety of craft resources. They learn about their environment and practise their coordination skills as they cut out shapes for the hive.

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need to do better?

n The childminder keeps parents fully informed about their children's progress. Parents appreciate the daily discussions and the photos they see about the activities their children are enjoying. The childminder recommends activities that parents can help with at home to support children's learning. This helps to provide a consistency of care for children. n The childminder correctly identifies when children may need additional support with their learning and knows what to do when this is required. She communicates well with parents and seeks help from outside professionals. For example, speech and language professionals are invited to work with the childminder to develop programmes to support children's speech. As a result, children are becoming more confident in their use of language. n The childminder provides a range of activities across all areas of learning. However, opportunities for physical activity are limited. For example, when

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need to do better?

children do start to engage with a 'hopping like frogs' game, this is interrupted and changed to a colouring activity. Children are not therefore being given the opportunity to develop all of their physical skills. n Children are learning how to keep themselves safe and healthy. For example, the childminder encourages children to wash their hands before eating. She also discusses why this is important to help 'get rid of any germs'. The children are

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need to do better?

16 May 2023 not only learning good hygiene practices but also being prepared for going to school. n Children have many opportunities to explore mathematical concepts. When constructing with magnetic toys, they identify the shapes used, name them and count how many sides they have. Children are developing their mathematical knowledge and counting skills. n The childminder is increasing children's awareness of diversity within her local community and beyond. She provides a variety of multicultural resources, and children take part in fundraising activities that highlight the needs of people in this and other countries. For example, children collect items such as toys, craft materials and toiletries to be boxed up and given to children who may have no home or family. Children are therefore learning about people with lives different from their own. n The childminder makes good use of the additional funding she receives for

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need to do better?

disadvantaged children. For example, after identifying the need for children to practise mark making, she purchased resources to encourage children to design and create their own bags. The children are therefore developing both their creativity and their mark-making skills. n The childminder regularly reflects on her own practice and on children's experiences. She also seeks the views of parents regarding her provision. She identifies training courses to attend and other training opportunities. This allows her to plan learning experiences that help children progress in their learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant are fully aware of their responsibility to keep children safe and protect them from harm. They both have a clear understanding of the signs and symptoms of potential abuse. They know what to do and who to contact if they have concerns about a child's safety or welfare. They also have a full understanding of how to identify children who may be subject to radicalisation. The childminder and her assistant know how to keep children safe in their care by providing careful supervision of all activities and by carrying out thorough risk assessments throughout the setting.

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should:

n allow children more opportunity to engage in periods of physical activity so that they can progress further in their physical development.

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Setting details

Unique reference number EY417201 Local authority Halton Inspection number 10275224 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 9 Date of previous inspection 4 July 2019

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Information about this early years setting

The childminder registered in 2010 and lives in Runcorn. She operates each weekday from 8am to 6pm, all year round, except 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 their evaluation of the childminder. n The inspector observed interactions between the childminder, her assistant and the children. n The inspector reviewed written feedback from parents and took account of their views. n The inspector reviewed a sample of documentation and evidence of the suitability of persons living in the household. n The inspector observed the quality of education during activities and assessed the impact this has on children's learning. n The inspector held discussions with the childminder.

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Inspection activities

16 May 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

16 May 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

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