Candeland, Julie Anne

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 friendly and nurturing childminder creates an ambitious curriculum for all children. She promotes children's growing independence well and this is a key strength of the setting. Children collect their own wellington boots and put them on themselves before going outside. The childminder encourages children to clean the table before mealtimes, make their own wraps and butter their own toast. Children manage their own personal hygiene well. These opportunities help to prepare children for the next stage in their development and eventual move on to school.

p.2

The provision is good

The childminder helps children to learn how to take care of animals. Children help to feed her pet rabbits and guinea pig. They independently fill up the rabbits' water bottles using the outdoor tap when they need refilling. Children smile with delight as they take turns to hold and gently stroke the childminder's guinea pigs. All children make good progress from their starting points in development.

p.2

The provision is good

The childminder creates positive and warm bonds with all children. Children thoroughly enjoy spending time in this setting. The childminder is a positive role model. She provides children with an abundance of praise and encouragement. Children clap for their peers when they complete tasks themselves, such as pouring their own drinks. This helps to build up children's self-esteem.

p.2

need to do better?

n The childminder knows children well. She has a firm understanding about where children are in their development. The childminder plans appropriate next steps in children's learning. She recognises when children are feeling hungry and tired and responds appropriately. This ensures that children's needs are met. n Overall, the curriculum for communication and language is implemented well. The childminder introduces children to new vocabulary. For instance, she teaches children the names of leaves, such as 'elm' and 'linden', as they make prints with them in play dough. The childminder asks children a variety of questions as they play together. However, she does not consistently provide children with enough time to process the information. This sometimes prevents children from being able to answer before the childminder asks another question. n The childminder provides children with lots of opportunities to be physically

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need to do better?

active. They freely run around the childminder's garden as they try to pop and catch bubbles. Children take turns to run and stamp on pumps to launch their rockets into the air. They confidently climb up the steps on the childminder's slide. These opportunities help to develop children's larger muscle movements. n The childminder takes children on a variety of outings. For instance, they go to the woods, local parks and gardens. The childminder meets with other

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need to do better?

25 October 2024 childminders to attend toddler groups. This provides children with opportunities to mix with larger groups of children. n The curriculum for children's mathematical development is implemented well. The childminder encourages children to recognise shapes within their environment. She supports children to count out how many cups they need to take to the dining table. This helps to develop children's early counting skills. n The childminder is proactive in seeking professional development opportunities. She gathers the views of parents and children to help inform her self-evaluation. The childminder accesses regular training courses and webinars. This helps to keep her knowledge and skills up to date. n Parent partnerships are strong. Parents comment on the home-from-home environment the childminder creates. They praise her for the large variety of outings she takes children on. The childminder keeps parents updated about

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need to do better?

children's learning. This helps to provide continuity in children's development. n The childminder helps children to gain a love of books from a young age. She reads stories with plenty of enthusiasm and this instantly engages children. However, the childminder does not always organise story times effectively. For instance, she sometimes reads to children while they are eating their snack. This hinders children from fully participating in their story-time session, such as repeating well-known phrases in books. n Children behave well. They work well as a team to tidy the play-dough toys away before mealtimes. Children listen attentively to the childminder and follow her instructions well. They are kind and helpful and show positive attitudes to their learning.

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 time to think and respond when asking questions to support their language skills further n strengthen the arrangements for story time to allow children to fully participate.

p.3

Setting details

Unique reference number EY432669 Local authority Wirral Inspection number 10364102 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 13 Date of previous inspection 24 January 2019

p.4

Information about this early years setting

The childminder registered in 2011 and lives in Bebington. She operates from 8am to 5.30pm, Monday to Friday during term time. The childminder provides government-funded childcare.

p.4

Inspection activities

n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The childminder shared a range of documentation with the inspector, such as evidence of the childminder's continued professional development and paediatric first-aid qualification. n Parents shared their views of the setting through written communication. The inspector took account of their written feedback. n The childminder and the inspector had discussions at appropriate times during the inspection. n Children spoke to, or communicated with, the inspector during the visit. n The childminder and the inspector carried out a joint observation.

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Inspection activities

25 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.

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Inspection activities

25 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.

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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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