Childminder in Warrington

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 and enjoy spending time with the childminder and their peers. The childminder creates a calm and nurturing environment. She has formed close bonds with children. Children settle quickly into the routine at the childminder's house. The childminder knows children well. She recognises when children are tired and hungry and acts appropriately to meet their needs. Children are safe in the childminder's home.

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The provision is good

The childminder creates a stimulating environment for children. Children freely explore the resources with enjoyment. For example, toddlers spend time exploring the different textures of feathers and sequinned material. Babies enjoy listening to the sounds their stones make as they drop them inside containers. The childminder also takes children on a range of outings. For example, she goes to local parks, woods and play centres. The childminder takes children on public transport such as buses and trains. This helps children to learn about the world.

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The provision is good

Children behave well. They are kind and helpful. For example, toddlers collect the changing mat when the childminder is preparing for nappy changes. The childminder is a positive role model. She teaches children to take turns and share the resources from an early age. Children show positive attitudes to learning.

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need to do better?

n The childminder has a broad curriculum intent in place. She has a good understanding of where children are up to in their development. The childminder identifies next steps in each child's learning. However, during group activities, the childminder does not always plan the curriculum to fully engage younger children. Consequently, at times, some younger children lose interest quickly and move on. n Parent partnerships are strong. Parents praise the childminder for the regular updates she provides about children's learning. The childminder shares information with parents about how they can support their child's learning at home. This helps to provide continuity in children's learning. n Children's communication and language are promoted well. The childminder repeats key words slowly to babies and toddlers. She sings a variety of nursery rhymes and action songs with children. Children enjoy cuddling up to the

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need to do better?

childminder and sharing stories together. This helps to develop children's language development. n The curriculum for children's physical development is well planned. Children use their hand-eye coordination to select fruits they would like to decorate their pancakes with. Toddlers show good control as they climb up curved equipment and slide back down. Children have opportunities to develop their climbing skills

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need to do better?

13 February 2024 further when they visit play centres. This helps to develop children's large- muscle movements. n Children's growing independence is promoted well. They feed themselves confidently with spoons at mealtimes. Children are supported to put their wellington boots on and to wash their hands by themselves. Children help to tidy the table up after snack time. These opportunities allow children to feel proud of the tasks they can accomplish independently. n Children show good listening and attention skills. They listen attentively to the childminder's instructions and follow them well. Children show good levels of engagement. For example, children are motivated as they work out how to slide tabs up and down in books to allow the pictures to move. This helps to develop children's concentration skills. n Children learn about diversity from an early age. The childminder celebrates a range of festivals with children. She talks to children about the similarities and

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need to do better?

differences between themselves and others. This helps children to learn about people and communities that may be different to their own. n The curriculum for understanding the world is well planned. Children help to create their own herb garden and enjoy exploring different scents, including lavender and curry plants. Children choose their own vegetables and fruits to grow in the childminder's garden. They watch the changes as the plants grow. This helps children to learn about the life cycles of plants. n The childminder keeps her mandatory training up to date. She accesses training courses and listens to professional webinars and podcasts. The childminder is currently completing her level 3 childcare qualification to further improve her knowledge and skills.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n strengthen the implementation of the curriculum during group activities so that all children's ages and abilities are considered to help them engage fully.

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Setting details

Unique reference number EY499317 Local authority Warrington Inspection number 10317133 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 5 Date of previous inspection 9 May 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Great Sankey, Warrington. She operates all year round from 7.30am to 5pm, Monday to Friday, except for 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 quality of education was observed, and the inspector assessed the impact this has on children's learning. n The inspector and the childminder completed a learning walk and discussed the intent of the curriculum. n The childminder and the inspector evaluated an activity together. n The childminder provided the inspector with a sample of key documentation on request. n The childminder and the inspector held ongoing discussions throughout the inspection. n The inspector took account of parents' views about the childminder's setting. n Children were spoken to when appropriate.

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Inspection activities

13 February 2024 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

13 February 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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