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

The kind and experienced childminder has high aspirations for all the children in her care. The strong bonds she builds with children help them to feel safe, secure and confident. For example, children giggle happily as they play together. They are eager to spend time with the childminder. The childminder uses her knowledge of children's likes and dislikes to plan her curriculum in a way that supports children's learning. For example, children are interested in monster trucks. She offers these during free play and skilfully weaves in conversations about the colours of each car. This helps her to assess children's current knowledge of colours and helps her decide what to teach them next.

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The provision is good

Children have a tremendous time as they join in singing stories and rhymes. They know the songs well and join in with enthusiasm. The childminder knows that repetitive singing and using rhymes helps children's speech and communication. The childminder is consistent in supporting children's behaviour. She models positive attitudes to learning. Children understand good behaviours and behaviours that are not wanted. They share and take turns. Children show good manners, saying 'please' and 'thank you' to adults and each other.

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need to do better?

n The childminder is committed to improving her own knowledge and practice. For example, she meets up with other childminders to share good practice. The childminder makes good use of local authority support. For example, attending sessions where she can access information from other professionals, such as speech and language therapists and health visitors. This supports her knowledge of what to do should a child not be making expected progress in their learning. n Children generally engage well in learning. The childminder knows children's interests. She plans children's learning to help them build on their current knowledge. However, the childminder does not consistently consider how to meet the differing abilities of children as they learn. Sometimes her interactions are focused on younger children and she has not considered how older children can be appropriately included. As a result, older children respond before younger

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need to do better?

and less-confident children have had opportunity to fully engage in learning. n The childminder knows the importance of children developing good social skills. She regularly meets with another childminder and children have opportunity to play in a larger group. Children look forward to seeing their friends. They build secure friendships. The childminder extends their social skills by helping children to express themselves and to consider how their behaviour might make others feel. Children behave well. n Partnerships are good. The childminder knows that children learn best when learning is consistent. She works in close partnership with parents. For example,

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need to do better?

30 September 2024 the childminder supports parents to help children develop a love of books. Children take home books they have chosen at the library, and they bring books from home to share with their friends. Children benefit from consistent learning experiences. n The childminder wants children to be independent. She encourages them to complete tasks, such as serving their own food at lunch and putting their coats on by themselves. Children learn ways to look after themselves. They become increasingly able to complete self-care tasks. n Children's hygiene routines are good. They know to wash their hands after playing outside and before eating. Children explain that this removes germs that could make them poorly. The childminder builds on children's knowledge of good health. n The childminder reads stories well and children are eager to listen. She supports children to carefully look at the pictures on each page. Children observe details

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need to do better?

in the pictures, and they talk about what might happen next in the story. They repeat familiar phrases in books. Children develop observation and recall skills that are used in later learning. n The childminder uses her curriculum to help children learn about the world around them. Children listen to sounds in the environment and they talk about their observations as they travel on outings. Children learn about nature as they feed goats and harvest fruit and vegetables. The childminder uses these outdoor experiences to build children's knowledge of healthy lifestyles. n Children have numerous opportunities to be physically active. They visit the park and soft play centres where they climb and jump. These skills help children to build their large muscles. The childminder plans calmer yoga sessions where children follow instructions, learning to stretch and balance. This helps children to develop their core strength and coordination.

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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 consider the current abilities of all children when planning the implementation of the curriculum, so that younger and less-confident children are supported to fully engage in purposeful learning.

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Setting details

Unique reference number EY501522 Local authority Cheshire East Inspection number 10351208 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 16 October 2018

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Information about this early years setting

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

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Inspection activities

n The childminder discussed her premises with the inspector and shared how she ensures it is safe and suitable. n The childminder spoke to the inspector about children's learning and development. n Children spoke communicated with the inspector during the inspection. n The inspector carried out joint observations of group activities with the childminder. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. 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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