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 are happy to enter the childminder's home. They discover familiar toys in the welcoming entrance hall and settle quickly to play. Children show that they feel secure. The childminder skilfully uses her professional knowledge and experience to choose resources that interest children. A set of small balls captures toddlers' attention. They busily kick, roll and chase the balls. This promotes children's coordination and balance. Children decide that they want to stand some felt-tip pens upright on the table. This is a tricky task that promotes children's small- muscle control and concentration. The childminder offers timely encouragement, and children keep on trying. Their self-motivation helps children to become successful learners who make good progress.

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The provision is good

The childminder embeds clear rules and routines into her provision. Children quickly learn the boundaries for their play and behaviour. Babies respond readily to the childminder's kind, firm voice when she reminds them that fiddling with the radiator control is not allowed. Parents and carers are pleased with the information that they receive from the childminder. The information promotes continuity in children's care and well-being. Parents say that the childminder helps them to continue children's learning at home. For example, she tells parents about the number games that children enjoy playing.

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need to do better?

n The childminder has clear intentions for children's learning. This is demonstrated when she gives examples of how she incorporates the walk to school into her curriculum. The childminder teaches children about road safety. The exercise of walking helps children to develop strength and stamina. During the journey, the childminder helps children to notice and talk about people and things in the local area. This continuously adds to children's knowledge of the world. n The childminder seeks out new information and training. Following the COVID- 19 pandemic, she completed accredited training about promoting young children's mental health. The training helped the childminder to understand the significance of children's early experiences for their well-being in later life. She now reflects even more closely on the quality of her interactions with children. n Overall, the childminder helps children to learn new words in a meaningful

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need to do better?

context. For example, she says 'pop' every time the tops of the felt-tip pens click back into place. However, there are occasions when the childminder does not help children to acquire vocabulary accurately enough. For example, she holds up a felt-tip pen and says 'yellow'. This does not help children to distinguish between words that are nouns and words that are adjectives. n The childminder's weekly routine includes a visit to a café. Children look forward to the outings. They practise their ever-increasing range of skills, such as using

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need to do better?

6 October 2023 cutlery and holding conversations. The experience helps to promote children's understanding of how to respond in different social situations. They become polite participants in the local community. n Children have access to a selection of books in the playroom. They have some favourite stories that they like the childminder to repeat. The repetition helps children to learn and remember the sequence of familiar stories. The childminder reads the words expressively. This gains children's attention and deepens their understanding. Children learn that reading is informative and pleasurable. This promotes their readiness to learn to read. n The childminder teaches children to be kind and caring. When babies want to squeeze the childminder's pet dog, she shows them how to stroke him instead. The childminder gently signals her approval when children play together amicably. Children of all ages learn that patience and good manners help to

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need to do better?

promote friendly, positive relationships with each other. n The childminder shares information effectively. For example, children's daily intake of food and drink is monitored because parents, the childminder and the staff in other provisions the children attend tell each other about it. This promotes children's health and physical well-being. Parents report that the childminder supports multi-agency assessments for children with special educational needs and/or disabilities (SEND). This helps children with SEND to transfer smoothly to school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps her knowledge of child protection matters up to date. She attends training that extends and refreshes her understanding of the types of abuse that children may be subject to. She knows what to do if she has concerns about children's welfare. The childminder keeps children safe in her home. She makes sure that children sleeping in cots can be heard at all times. She places toddlers in high chairs so that they are visible and seated when they eat. This reduces the risk of children choking. The childminder teaches children to think about risks to their safety. She talks with them about not sharing personal information on the internet.

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should:

n strengthen techniques for teaching vocabulary.

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Setting details

Unique reference number 304349 Local authority Cheshire East Inspection number 10308067 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 21 Date of previous inspection 9 March 2018

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Information about this early years setting

The childminder registered in 1993 and lives in Holmes Chapel. Her provision operates Monday to Friday, from 7.30am to 6pm, during school terms. The childminder provides funded early education for two-, three- and four-year-old children. She 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 childminder and has taken that into account in their evaluation of the setting. n The childminder described her intentions for children's learning. The inspector and the childminder evaluated the implementation and impact of an activity. n The inspector observed interactions between the childminder and the children. She spoke with and listened to children. n The inspector spoke with parents and read their written references about the childminder. 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

6 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

6 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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