Siddall, Jacqueline

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

p.1

The provision is good

Children feel secure and happy with this childminder. They are excited to arrive at the setting and separate from their parents with confidence. Children feel a sense of belonging and independence as they are free to explore the room. The childminder is quick to respond to requests for stories and children develop creativity through a wide range of craft activities. Children delight in dripping glittery paint onto pumpkins using pipettes.

p.2

The provision is good

Children learn from a curriculum based on their interests and play. The childminder knows each child well and tailors the support she gives to children's individual needs. This ensures the curriculum is ambitious for every child. Children are engaged in their learning and are beginning to concentrate for sustained periods. As they play, the childminder encourages them to make links in their learning. When children play with a farm set, the childminder explains that the eggs they ate for breakfast came from a chicken.

p.2

The provision is good

The childminder has high expectations of children's behaviour. She is a good role model to children. She speaks to them gently and models social skills, such as how to share. Because of this, children form close friendships with other children in the setting and those they meet when they attend playgroups.

p.2

need to do better?

n Children learn from a broad curriculum. The childminder provides a wide range of experiences and activities that support children's development. For example, children learn about the changing seasons by exploring the outdoors. Children recall trips to the fire station and farm and talk about what they saw. They share books they choose together at the library. Consequently, children become knowledgeable about a wide range of subjects. n The childminder supports children to understand mathematical concepts. She helps children to count how many times they jump and to recognise numbers in the learning environment. She encourages children to investigate why the firefighter helmet will not fit her before explaining she is big and they are small. As a result, children are able to apply what they have learned in other contexts. n The childminder communicates effectively with children to develop speech. She

p.2

need to do better?

models an ambitious vocabulary that children then use in their play. As children explore a doctor's kit, they discuss how to wrap a bandage securely and how to hear their heartbeats through a stethoscope. However, the childminder does not always give children the time they need to answer the questions they are asked. This does not support children to articulate what they know and hinders the childminder's ability to adapt further teaching accordingly. n The childminder engages parents in their children's learning and development.

p.2

need to do better?

15 October 2024 She shares books and activities that further children's learning at home. She speaks to parents regularly about their children's learning and development. When she recognises a delay in development, she makes a plan to focus on the area and helps parents to seek support. As a result, children receive the support they need to make good progress. n Children are physically active in their play. The childminder takes the children on long walks in the local area. They crawl through tunnels, clamber on climbing frames and run around outdoors. Consequently, children develop their large motor skills and begin to enjoy exercise as part of a healthy lifestyle. n The childminder supports children to develop positive behaviour. She explains how rules keep everyone safe. When children struggle to behave positively, she helps them to regulate their behaviour by taking them to a quiet space and explaining the consequences of their actions. Because of this, children are

p.2

need to do better?

learning to correct their own behaviour and contribute to a positive learning environment. n The childminder supports children to develop independence. Children serve their own breakfast, help to tidy up and wash their hands independently. The childminder models the new skills she wants children to learn and praises them when they have a go. Consequently, children take pride in doing tasks for themselves.

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

should:

n provide children with more time to answer the questions they are asked, to test out what they already know.

p.3

Setting details

Unique reference number EY462697 Local authority Cheshire East Inspection number 10359985 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 3 December 2018

p.4

Information about this early years setting

The childminder registered in 2013 and lives in Congleton, Cheshire. She operates from 7.30am to 5.30pm, Monday to Thursday all year round except for family holidays and bank holidays. The childminder's husband is registered as her assistant for emergencies. The childminder provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. 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 spoke to several parents during the inspection and took account of their views. n Children spoke to the inspector during the inspection.

p.4

Inspection activities

15 October 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.

p.4

Inspection activities

15 October 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.5

Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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