Childminder in Warrington

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

The childminder creates a nurturing environment for all children. She is a positive role model and has high expectations of all children. The childminder stays close to those children that need reassurance. She provides children with plenty of cuddles and praise. This helps to build up their self-esteem. Children demonstrate that they feel safe and secure.

p.2

The provision is good

The childminder creates an ambitious curriculum. She teaches children about different emotions. The childminder talks to children about how characters may be feeling in books. During the inspection, children act out what they would do to show if they were feeling sad and excited. Children learn how to regulate their own feelings. This helps to develop children's emotional well-being. The childminder supports children to gain a love of books. She reads stories with plenty of enthusiasm and encourages children to join in with repeated phrases. Children pretend to fly around the room as owls while they help to act out the story. This helps to develop children's early reading skills. Children make good progress from their starting points in development.

p.2

The provision is good

The childminder takes children on a variety of outings. For example, she takes them to local parks, farms and to the zoo to support children's understanding of the world. The childminder takes children to playgroups to allow them opportunities to socialise with larger groups of children.

p.2

need to do better?

n The childminder knows children well. She understands children's previous experiences when they arrive at her setting. The childminder knows where children are up to in their development. She recognises when children are tired and hungry and responds appropriately. This helps to ensure that children's needs are met. n Overall, the childminder implements the curriculum for communication and language well. She gets down on children's level and joins in with their play. However, at times, the childminder does not always provide younger children with clear instructions during routines such as tidy-up time. This sometimes hinders younger children from being able to join in successfully. n The childminder uses children's interests to plan activities that excite them. Children show high levels of perseverance as they construct the train track while they play alongside each other. Children demonstrate positive attitudes to their

p.2

need to do better?

learning. n The childminder plans opportunities to develop children's growing independence. Children take their own coats and shoes off. The childminder encourages them to open their own packed lunch boxes. Children learn to manage their own

p.2

need to do better?

13 November 2024 personal hygiene. This helps children to feel proud of the tasks they can complete by themselves. n The childminder provides children with nutritious food and drink. She talks to them about foods that are good for their bodies and why. During the inspection, children discuss when and why they must wash their hands. This helps to promote a healthy lifestyle. n Overall, the curriculum for mathematics is implemented well. The childminder encourages children to count how many frogs they have left when one hops away. However, the childminder does not always sequence the curriculum appropriately. For instance, some activities do not build on children's existing skills in order to help them progress in their learning. At these times, children lose concentration very quickly and begin playing with other toys. n The childminder works collaboratively with parents and other professionals. Parents praise the childminder for keeping them updated about children's

p.2

need to do better?

learning. The childminder liaises with schools that children will be moving to and holds meetings with them about children's development. These strong partnerships help to provide continuity in children's care and learning. n The childminder is proactive in seeking professional development opportunities. She has recently accessed training on promoting children's oral hygiene and teaches children how to brush their teeth properly. The childminder attends cluster meetings with other childminders and ensures that she keeps her mandatory training up to date. This helps to keep the childminder's knowledge refreshed. n Children behave well. The childminder reminds children to use 'kind hands' when playing with each other. When any disputes do occur, the childminder deals with them promptly and effectively. Children learn to take turns and to share the resources.

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 consistently clear instructions so they can successfully join in with all routines, such as tidy-up time n sequence the mathematics curriculum more precisely so children consistently build on what they already know and can do.

p.3

Setting details

Unique reference number EY492060 Local authority Warrington Inspection number 10363797 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 11 Date of previous inspection 9 January 2019

p.4

Information about this early years setting

The childminder registered in 2015 and lives in Great Sankey, Warrington. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. She provides government funded childcare.

p.4

Inspection activities

n The inspector and the childminder completed a learning walk and discussed the provision and the curriculum. n The inspector completed a joint observation with the childminder. 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. n Children spoke to, or communicated with, the inspector during the inspection.

p.4

Inspection activities

13 November 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

13 November 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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