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 settle well and they feel safe in the care of this kind and experienced childminder. She gathers information from parents and other settings that children attend. This helps her to provide consistency between the settings children attend and home. Children are secure and they show good levels of confidence. They demonstrate this as they follow the routine. For example, children know where to put their shoes as they arrive. Parents say their children are eager to attend and settle well. Children are happy and content.

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The provision is good

The childminder plans her curriculum to support children's independence, communication, and social skills in readiness for their eventual transition to school. For example, the childminder takes children to toddler groups where they socialise with a larger group of children. The childminder has noticed that this helps children to be confident in new environments. For example, children are eager to make friends with other children. The childminder has high expectations for children's behaviour. She models kind and caring behaviour. The childminder plays alongside children and joins their games. This means that she can support them as they learn to share and turn take. Children copy her kind actions. They behave well.

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need to do better?

n The childminder uses professional development to build her knowledge and to improve practice. For example, following recent training the childminder has adapted her outdoor learning environment. She has provided some outdoor learning opportunities for children to test and experiment. However, this is not fully implemented, as the childminder's understanding of how to support these learning opportunities is less secure. Therefore, children do not fully enhance their skills of investigation and exploration. n The curriculum is planned well to support children's physical development. All children are enthusiastic as they join in action rhymes. The childminder encourages them to stretch and bend. They build strong muscles and develop their core strength. In addition, children benefit from many outings planned to support their physical development. Children demonstrate good physical skills. They can balance, jump and show awareness of the space around them

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need to do better?

n The childminder helps children build their knowledge of early mathematics. For example, she talks to children about the different sizes of the cars they are using. She introduces language of 'big' and 'little' for younger children and supports older children to consider which are the 'biggest and the smallest cars'. n The childminder considers ways to support children's health. For example, she provides children with nutritious meals and snacks. She talks to children about foods that are good for them. Children talk about growing different vegetables. The childminder notices that this encourages them to try new foods. This helps

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need to do better?

30 September 2024 children build their knowledge of healthy lifestyles. n The childminder ensures her environment enables children to access books and stories throughout the day. For example, children enjoy snuggling on the childminder's knee for a story, or they crawl into a tent to look at a book with friends. In addition, the childminder takes children to the library. They choose books and learn to care for them, for example, turning the pages carefully. The childminder helps children to develop a love of books. n The childminder helps children to have a positive transition to school. She uses the regular trips to collect older children from school to help younger children familiarise themselves with the school environment. For example, the childminder encourages the children to show her where the classrooms are. In addition, the childminder reads stories to children about going to school. She provides uniforms so that children can practise getting themselves dressed and

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need to do better?

undressed. Children are helped to have a positive attitude to starting school. n Independence is promoted. Children are encouraged to have a 'can do' attitude. For example, the childminder encourages them to complete tasks such as handwashing and toileting independently. Children help to prepare some snacks and meals. On outings the childminder encourages children to speak for themselves, for example, asking for a drink at the café. As a result, children gain in confidence, they become increasingly able to manage their own needs. n The childminder uses her knowledge, observations and experience to help her plan children's learning. This helps her to swiftly identify when children are not reaching expected learning for their age. She works closely with parents and a range of agencies to support children's progress. Early identification of need and the proactive response in offering support helps children to make improvements

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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 knowledge, so that the implemented of the curriculum fully supports children's skills of exploration and investigation.

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Setting details

Unique reference number EY501511 Local authority Cheshire East Inspection number 10351148 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 10 October 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Middlewich, Cheshire. She holds an appropriate early years qualification at level 3. The childminder operates from 7.30am to 6pm, Monday to Thursday, all year round, with the exception of bank holidays and family holidays. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision including the aims and rationale for their EYFS curriculum. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n Children spoke to/communicated with the inspector during the inspection. 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 carried out joint observations of group activities with the childminder. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

30 September 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

30 September 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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