Childminder in Cheshire West and Chester

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 creates a friendly and welcoming environment. Children are happy and confident. They thoroughly enjoy spending time here. The childminder has formed close and trusting bonds with children. She is attentive towards children's needs and gives them plenty of cuddles to provide reassurance. Children demonstrate that they feel safe. The childminder is a positive role model. She has high expectations of all children. The childminder consistently encourages children to take turns with the toys. Children behave well. They are kind and caring to their peers. For example, they collect blankets for younger children before they go to sleep.

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The provision is good

The childminder creates a broad curriculum. She takes children on a variety of daily outings. For example, children visit the woods, beach, zoo and go on walks around the local area. These outings help children to learn about the world around them. The childminder promotes children's understanding of growth extremely well. Children watch in amazement as baby chicks hatch in the childminder's incubator. They learn how to take care of animals. For example, children help to feed the childminder's chickens. They collect the eggs the chickens have laid in the childminder's garden. Children help to feed the childminder's alpacas. This helps children to gain first-hand experiences of how to look after animals.

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need to do better?

n The childminder has a thorough understanding of where children are up to in their development. She gathers detailed information on children's starting points when they join. This helps the childminder to build on what children already know and can do. Children make good levels of progress from their starting points. n Children's communication and language are promoted well. The childminder gets down to children's level as they pretend to cook food in the kitchen together. She introduces children to new vocabulary as they share books together. This helps to develop children's communication skills. n Children show positive attitudes to learning. The childminder plans activities that interest children. For example, children are highly engaged as she shares stories with them. Older children discuss which animals they can see and describe what the animals are doing. Babies try to babble the noises animals make. These

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need to do better?

engaging activities help to develop children's listening and attention skills. n Parents are pleased with the service the childminder provides. They praise her for being professional and approachable. The childminder keeps parents regularly updated about children's progress. This helps to provide continuity in children's learning. n Children's growing independence is supported. For example, children peel their

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need to do better?

27 February 2024 own oranges and bananas at snack time. They put their own wellington boots on before going outside. These opportunities help children to feel proud of the tasks they can complete by themselves. n Overall, the childminder evaluates her provision in some ways. For example, she ensures her mandatory training is kept up to date. However, the childminder does not always identify strengths and weaknesses in her provision to improve the quality of her practice and consistently provide the best outcomes for children. n Children's physical development is promoted well. Children put meanings to marks as they draw pictures for their family members. Babies concentrate as they try to stack blocks on top of each other. This helps to develop children's small-muscle movements. n Children's behaviour is positive. They listen to the childminder's instructions and follow them well. For example, children understand that they must hold on to

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need to do better?

the pram when they are walking to collect children from school. These clear rules help children to understand the behaviour expectations. n Children learn about healthy choices. The childminder provides children with nutritious food. She teaches children which foods are good for them and why. The childminder ensures that children have copious opportunities to be physically active each day. This helps to promote a healthy lifestyle. n The childminder supports children to gain some understating of diversity. She teaches children about the dynamics of other families. However, the childminder does not always teach children about different cultures. She does not always help children to recognise the similarities and differences between themselves and others to maximise their awareness of diversity.

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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 strengthen the implementation of the curriculum to support children to learn about diversity and lifestyles different to their own n enhance current systems for evaluating knowledge, skills and practice to further raise the quality of the provision.

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Setting details

Unique reference number EY500222 Local authority Cheshire West and Chester Inspection number 10317157 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 7 Date of previous inspection 16 May 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Willaston, Neston. She operates all year round from 8am to 5pm, Tuesday to Thursday. The childminder provides funded early education for three-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 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

27 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

27 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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