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 flourish in the care of this highly experienced childminder who is passionate about her work with children. Children speak positively and enthusiastically about their time spent with her, describing the feeling at her house as 'sunny'. Children of different ages mix well together, with older children greeting younger children with a kindly hug when they arrive.

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The provision is good

Children behave very well with the childminder. They independently follow well- embedded routines, such as hanging up their coats and bags or tidying away toys and equipment. They are polite and helpful, asking for what they need and saying 'please' and 'thank you' without being reminded. This demonstrates the childminder's high expectations for behaviour and that she has ensured that children have a common understanding of these expectations.

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The provision is good

The childminder knows the children well. She thinks carefully about their interests and uses this knowledge to engage them with activities. Children are excited to listen to a story about dinosaurs. The childminder reads the story using different and interesting voices to add to the suspense. The children join in with the story, jumping and roaring like the dinosaur in the picture and pretending to swish their tail. This supports children to develop their early reading skills and encourages a love of books.

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need to do better?

n The childminder carefully considers and plans the curriculum which she offers to the children. Her curriculum is focused on building children's independence skills and kindness in order to support them to be ready to start school. The childminder also places a strong emphasis on extending children's communication and language skills through reading and books. She models language well and gives children time to listen and respond to questions. n Children enjoy lots of interesting and motivating activities. They gasp with excitement as the childminder unfolds a paddling pool. The children choose toy dinosaurs and then empty breakfast cereals into the pool to create an environment for the dinosaurs. They concentrate hard as they use a scoop to take the cereal out of the box, empty it into a cup and then tip it into the pool. The childminder also encourages them to talk about what the cereals feel and

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need to do better?

look like. This helps to develop their fine motor skills and increases their vocabulary. n The childminder has created an attractive environment. Toys and books are well organised and the childminder thoughtfully plans how to develop and extend activities in the future. This ensures that she has resources which will both interest the children and support them to make good progress. However,

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need to do better?

24 January 2024 sometimes, children have to request resources during their play which are handed to them, as opposed to choosing them themselves. This limits children's ability to extend their own learning and develop their imagination further. n The childminder uses assessment effectively. In partnership with parents, she finds out about children's starting points when they are new to the setting and then plans appropriate activities. As well as daily informal assessments, she undertakes a 'development checkpoint' every few months, meeting with parents to discuss children's learning and next steps. This ensures that activities support children to make good progress, as well as enabling parents to continue the learning at home. n Children are supported and encouraged to perform simple self-care tasks independently. They help themselves to a drink of water when they are thirsty and get a tissue and blow their own nose when needed. Children are taught that

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need to do better?

they need to wash their hands before eating or after they have been to the toilet. The childminder works closely with parents to develop these skills. For example, when toilet training children, the childminder and parents use identical potties. This gives children consistency between home and the childminder's and supports their emotional security. n Partnerships between the childminder and parents are very strong. She discusses children's progress with them regularly to share information and support children's ongoing learning. Parents report that their children enjoy the variety of experiences that are provided by the childminder, such as visits to the library and trips to a nearby lake and park. Parents are also highly appreciative of the warm and nurturing care that their children receive at the childminder's home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n further consider the organisation of the environment to support children to be more independent in extending their own learning.

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Setting details

Unique reference number 304839 Local authority Cheshire East Inspection number 10308068 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 18 Number of children on roll 17 Date of previous inspection 26 March 2018

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Information about this early years setting

The childminder registered in 2000 and lives in Nantwich, Cheshire. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She occasionally works with two assistants. The childminder provides funded early education for two-, three- and four-year-old children.

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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 childminder showed the inspector the premises and discussed how they ensure it is 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/communicated with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. 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

24 January 2024 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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