Jay, Penelope Jane

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

p.1

The provision requires improvement

The quality of education is not consistently strong, due to gaps in the childminder's knowledge about individual children's needs. The childminder is not always clear on the learning intentions for specific activities. This means that she is not always able to sufficiently adapt or implement strategies to accelerate children's learning. The childminder has some awareness of keeping children safe. For example, sleeping children are always within sight and hearing of the childminder or her assistant. The childminder has established daily routines and boundaries. This gives children a sense of security as they know what is happening next. Children behave well. For example, they learn from a young age to share toys and take turns.

p.2

The provision requires improvement

The childminder and her assistant interact well with the children and give them lots of attention. This helps children to feel settled and contented. The childminder and assistant help children to become independent from a young age. For instance, babies are encouraged to feed themselves. Babies show determination as they attempt to fit the jigsaw pieces together. They clap their hands in delight when they succeed. The childminder supports children to manage their own feelings. She notices when babies are tired and talks to them about needing a nap, as she gently rocks them to sleep in the pram. Children benefit from lots of opportunities to develop a sense of self. For example, babies giggle in glee when they see themselves in the mirror.

p.2

need to do better?

n The childminder has created a curriculum based on what the children like to do. However, she is not always clear on what she wants children to learn and why. For example, the childminder sets out activities without any clear learning intentions. This means learning is a little limited for some children. n Songs and rhymes are weaved into most activities. For example, babies join in with 'Twinkle, Twinkle' and smile as they do the actions. However, the childminder's aspirations for children's communication and language development are not always implemented well. For example, on occasion, the childminder uses words, such as 'girlies' and 'sleepies'. This does not fully support children's speaking skills. n Children sit on the childminder's knee to read a favourite story. They smile and giggle as they lift the flaps in the book to find the hidden picture. They happily choose different books for the childminder to read. These warm interactions

p.2

need to do better?

support children's love of early literacy. n The childminder provides some learning opportunities to help children to develop an awareness of mathematics. On shopping trips, the childminder encourages children to help count the fruit and vegetables into the basket. In addition, children help to sort pretend food items. These interactive activities support

p.2

need to do better?

24 June 2024 children's understanding of early mathematics. n Children's physical development is progressing well. Babies learn to pull themselves up and walk around the furniture. This helps them to develop the strength and muscles needed to walk unaided. n Children learn how to use a range of tools and resources. They fill and pour water from various cups and jugs. They use writing implements, such as crayons, to make marks. Consequently, children have many opportunities to develop the muscles and hand control that they need for future writing. n Children enjoy a range of healthy, nutritious snacks and meals. They learn about the importance of good health and hygiene through everyday activities. For example, the childminder shows children how to wash their hands properly. This enables children to develop good habits to maintain their health. n The childminder and her assistant have a sound understanding of safeguarding

p.2

need to do better?

practice. They are aware of who to contact should they have any concerns about a child's safety and well-being. However, on some occasions, they do not identify minor hazards, such as nail clippers and tins of paint that are accessible to children. These hazards pose a minor risk, which does not help to fully protect children from potential harm. n The childminder spends time getting to know the parents and children. However, she does not always secure sufficient information about the children's care and learning needs. This does not help her to fully tailor her practice to meet children's individual needs.

p.3

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

Due date

ensure all reasonable steps are taken to reduce any perceived risks to children. 15/07/2024

p.3

should:

n strengthen the curriculum to help consistently build on what children know and can do n model the correct pronunciation of words to further extend children's vocabulary

p.3

should:

24 June 2024 n strengthen the systems for gathering information about children so that their care and learning are fully tailored to meet their individual needs.

p.3

Setting details

Unique reference number 2744049 Local authority Cheshire West and Chester Inspection number 10355759 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 3 Number of children on roll 3 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in 2024 and lives in Winsford. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with an assistant.

p.5

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 We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The childminder and 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 and/or communicated with the inspector during the visit. n The inspector observed the quality of education provided and assessed the impact this was having on children's learning. n A parent shared their views of the care and education provided with the inspector. n The childminder provided the inspector with a sample of key documents on request.

p.6

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.

p.6

Inspection activities

24 June 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

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

p.7