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

Children show that they feel safe and happy in the childminder's welcoming home. The childminder provides a well-equipped playroom that sparks children's curiosity and exploration. Children develop a detailed working knowledge of where their current favourite toys are kept. They use words and gestures to ask for the toy that they want. This promotes children's communication and language development. Children choose a small-world fire engine and it's crew of firefighters. They become deeply engaged in creating storylines for their play. This promotes children's imagination and thinking. The childminder joins in with the game. She skilfully extends children's knowledge about what firefighters do and the equipment that they use.

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The provision is good

Parents and carers are pleased with what children learn. For example, the childminder and the children watched caterpillars changing into butterflies and flying away. The real-life experience fosters children's obvious interest and excitement when they see other butterflies. This stimulates happy conversations at home that reinforce and extend children's learning. Parents and the childminder exchange accurate information about children's dietary requirements. This helps to promote children's health and physical well-being. The childminder teaches children to ask politely when they want something. They learn to say 'please' when they eagerly request 'more egg' at lunchtime.

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need to do better?

n The childminder shows that she understands how children learn. She arranges the playroom, so that children can make their own choices. This provides her with opportunities to extend children's knowledge. For example, when the childminder sees children trying hard to fit one of the bigger small-world firefighters into the cockpit of a helicopter, she helps them to find a smaller one. The play and discussion promotes children's knowledge about relative size. n The well-qualified childminder seeks new professional knowledge. Her observations of younger children's patterns of repeated actions, sparked the childminder's interest in play schemas. She now has a deeper understanding of how children's fascinations promote their learning. The childminder applies her learning when she plans activities. n Children's physical development is promoted effectively. Children work really hard to take play dough out of little pots. Then they squeeze the dough and pull

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need to do better?

it into little pieces. The activity strengthens children's hands and fingers. Children enjoy playing with ride-on vehicles in the garden. They sturdily wheel the toy motorbike around in a circle. This promotes children's core strength and balance really well. n The childminder generally uses children's interests as the starting point for their

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need to do better?

10 October 2023 learning. However, there are occasions when she asks toddlers questions about a narrow range of facts, such as colours and geometric shapes. The knowledge is not meaningful. Children sometimes avoid answering, or answer incorrectly. This does not promote children's confidence and learning to the highest level. n The childminder gives children tasks that help to promote their independence. Children fetch their own boots. They get busy cleaning a ride-in car with a cloth. The childminder is alert to signs that children are ready to begin using the potty. Her reassuring manner helps children to make good progress in managing their own personal hygiene. n The childminder helps children to learn new words. For example, the childminder notices that younger children are calling every vehicle a 'digger'. She uses outings, books and rhymes to teach children the names of the different vehicles.

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need to do better?

Learning new words helps children to understand more about the world. They become interested in helicopters and keep practising the tricky word. n The childminder works in partnership with other professionals. She participates in multi-agency groups that support children with special educational needs and/or disabilities. Everyone involved knows children's next steps for learning and teaches them in a similar way. This helps to promote consistency in children's care and learning. n The childminder carefully considers the risks and benefits of information technology. She teaches children to combine 'screen time' with other forms of play and learning. The good habits that she instils help to promote children's self-control. They learn that technology is a useful tool for finding out about things.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The experienced childminder has good knowledge of child protection matters. She knows the signs that show children may be experiencing abuse. She knows what to do if she has concerns for children's welfare. The childminder minimises risks to children in her home. She removes fungi from the garden and teaches children what to do if they spot a mushroom that she has missed. She teaches children to follow rules for playing safely on the trampoline. The childminder is well organised. She keeps all required records and shares information with parents. For example, she tells them about accidents and injuries to children in her care.

p.3

should:

n consider more carefully whether a question will extend or limit children's knowledge and thinking.

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Setting details

Unique reference number EY480509 Local authority Cheshire East Inspection number 10285857 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 6 Date of previous inspection 20 October 2017

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Information about this early years setting

The childminder registered in 2014 and lives in Nantwich. Her provision operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder is eligible to provide funded early education for two-, three- and four-year-old children. She holds qualified teacher status.

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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 explained to the inspector how she plans children's learning. The inspector and the childminder discussed and evaluated an activity. n The inspector observed and joined in with children's play. n The inspector spoke with one parent and read written references. She took account of parents' views. n Documents used in the childminder's provision were sampled and evaluated by the inspector.

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Inspection activities

10 October 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

10 October 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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