Cairns, Samantha Claire

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

The childminder provides a home-from-home environment, which helps children to feel safe and secure. Children confidently start their day with a walk out to the chicken coop, and squeal with delight when they find the treasured eggs. Children show how they have learned to hold the eggs with real skill and delicacy as they carry them back to the childminder's home. The childminder models how to treat others with respect. Children have learned to show great kindness and concern for each other and their environment. For example, they show that they care for the animals through checking with the childminder whether they have been fed. Children's behaviour is exemplary.

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The provision is good

The childminder provides children with a well-planned, ambitious curriculum that continually builds on their skills, knowledge, and ability. For example, when exploring dinosaurs, children dig for dinosaur bones in the sand. Later, they use pasta to create their own dinosaur skeleton. The childminder further extends children's learning as she helps them to learn the tricky names of the dinosaurs. The childminder has strong relationships with parents and other professionals. She knows the children well. Support for children with special educational needs and/or disabilities (SEND) is a strength at this setting. The childminder seeks information from parents and professionals, to build on what children know and can do. Together, they plan the best ways to meet children's needs. All children make good progress and are developing their skills for future learning.

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need to do better?

n The childminder supports children's communication and language development well. She uses a range of expert strategies to enhance and develop children's individual communication needs. For example, the childminder uses visual signing and picture-based communication systems to build children's attention and listening skills. Children snuggle in with the childminder to hear their favourite stories. Spontaneous songs and rhymes are heard throughout the day. Consequently, children use a broad range of vocabulary and language structures, and are confident communicators. n The childminder provides the children with many opportunities to develop their independence. Children are encouraged to put on their own coats and know why they need to put their wellington boots on, telling the inspector that it is very muddy outside. Children know the routines. They readily wash their hands when they come in from outside, and help to make their lunch. Children are

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need to do better?

developing their confidence and sense of responsibility. n The childminder incorporates mathematics into the daily activities and routines of the setting. For example, when outside, children explore the shape and texture of large pine cones. The childminder further extends their learning by

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need to do better?

22 November 2023 explaining why one is closed and the other is open. Children are supported to count the dinosaur bones and compare their sizes. Children are developing their mathematical skills well, which will support the next steps in their learning. n Children's health and well-being are supported well by the childminder. Children enjoy home-cooked food and healthy snacks. The childminder provides daily access to the outdoors, where children skilfully climb large apparatus to support their physical development. Children enjoy music and movement where they become 'superheroes' and fly around the room. Children are learning how to look after their bodies to keep themselves healthy. n The childminder plans a broad range of exciting activities to support children's learning. However, sometimes, the planning of the daily routines for older children does not take into consideration their morning spent at another setting.

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need to do better?

For example, when children arrive, the childminder has a set routine for them to undertake an adult-led activity. While children demonstrate positive attitudes towards their learning, they do not always have choices about what they want to do next in their day. n The childminder understands the importance of professional development. She attends a range of mandatory training. In addition, she undertakes specialist training to enable her to provide the best care for children with SEND needs. The childminder ensures that her knowledge and skills are up to date, and continually reflects on her practice. n Partnerships with parents and other professionals are strong. Parents have high regard for the childminder and appreciate the high levels of communication and support that they receive from her. Parents say that they value the links that the childminder has with other agencies to support their children to make good

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibility to keep all children in her care safe from harm. She is confident in her knowledge of how to recognise signs and symptoms of abuse and neglect. The childminder has a good knowledge of child protection issues. She knows how to report any concerns that she may have about a child. This includes the action that the childminder should take if there were an allegation made against her. Effective systems are in place to record and monitor accidents.

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should:

n consider adapting set routines to enable children to make choices in how and when they play and learn.

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Setting details

Unique reference number EY456302 Local authority Cheshire West and Chester Inspection number 10304936 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 6 February 2018

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Information about this early years setting

The childminder registered in 2013 and lives in Neston, Cheshire. The childminder operates her service all year round from 8am until 6pm, Monday to Thursday, except for bank holidays and family holidays. She holds a qualification in teaching and learning at level 8.

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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 showed the inspector the premises and discussed how they ensure that they are safe and suitable. 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 Children spoke to the inspector about what they enjoy doing while with the childminder. 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 inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been

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Inspection activities

implemented and the impact that this had on children's learning. n The inspector spoke to several parents during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

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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

22 November 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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