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

This is a homely and welcoming setting. Children are happy, relaxed and content in the familiar and friendly environment. They explore and play with confidence. For example, children know where to find their favourite games and toys and assertively select what to play with. Making decisions, in this self-assured way, helps to enthuse children in their play. The childminder is warm and sensitive in her interactions. She often tells children, 'I am so proud of you', to celebrate their achievements. Children's self-esteem flourishes as a result of the nurturing and gentle care they receive. The childminder creates an inclusive setting, where everyone is made to feel welcome. Together, the childminder and the children learn about different religious festivals and a variety of cultures. This develops children's appreciation for the diverse world they are part of. Children's unique personalities are celebrated and cherished in this inclusive and nurturing setting.

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The provision is good

Reading is made fun, and children of all ages love books. During story time, the childminder uses animated tones and changes her voice for different characters. Children carefully listen, in awe of the childminder's story. She encourages children to repeat sentences and predict what will happen next. The childminder points to illustrations and asks questions, extending children's good language skills. When the story is finished, children ask for another book, demonstrating their enjoyment in reading. Children solve difficult problems and show sound critical thinking skills. To illustrate, they weigh objects on scales and learn about balance, size and measurement. Mathematics is further extended during routine tasks. For instance, children count as they go up and down stairs. This helps to extend children's numeracy skills as they successfully count in sequence. Children eagerly sing a familiar song about hygiene as they wash their hands. Health and personal care is

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The provision is good

understood and observed by children. Learning is made fun, teaching is good and all children make progress in their development.

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need to do better?

n The childminder takes full advantage of any training opportunities that are available. Attending frequent and relevant training courses helps the childminder to continually update her knowledge and skills. This benefits children as the quality of service is continually improving. n The childminder has a clear overview of each child's development and interests. She continually observes children and identifies any gaps in their knowledge. These gaps are then incorporated into teaching and activities to help children to progress. n Children benefit from a varied curriculum. The childminder plans and delivers learning experiences to build on what children already know and can do. Challenge is frequently provided through age-appropriate games to extend

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need to do better?

13 November 2024 children's skills. Children are well supported to make good progress through an ambitious curriculum. n The childminder is actively involved in a local childminder group. She discusses good practice ideas with these professionals and reflects on her own practice regularly. The childminder is driven and ambitious to offer the families she supports a high-quality service. n The childminder is a good role model for children and has high expectations for their behaviour. Children are polite, courteous and respectful. They help the childminder, follow requests with an eager approach and play cooperatively with others. Children take turns when playing games and seek out their friends to share toys with. The childminder is clear in her expectations. This helps children to understand what is expected of them. Children's behaviour is good. n The childminder offers first-hand experiences for children to learn about the

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need to do better?

wider world around them. They frequently visit local amenities during daily trips, such as toddler groups, parks and zoo trips. A variety of outings help children to broaden their knowledge of the exciting world and community they live in. n The childminder is attentive and kind. She often helps children as they play, contributing to the warm and supportive atmosphere in her home. However, at times, the childminder's teaching does not extend children's independence skills, as opportunities arise. Therefore, the curriculum does not always fully encourage children to master independent skills for their future. n The childminder fosters good relationships with parents. She communicates plenty of information with parents about children's daily experiences. However, she does not always provide parents with practical ideas to help them to support children at home and make even more rapid progress.

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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 design a curriculum that helps to extend children's perseverance and independence skills n support parents to understand children's next steps and how to promote learning at home, helping children to make even more rapid progress.

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Setting details

Unique reference number EY499524 Local authority Cheshire East Inspection number 10363768 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 8 Date of previous inspection 8 January 2019

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Information about this early years setting

The childminder registered in 2016 and lives in Crewe. Her provision operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3. She offers government funded places for children aged from nine months up to four years.

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Inspection activities

n The childminder showed the inspector around her premises and explained how she creates a safe and secure space. n The childminder spoke to the inspector about children's learning and development and how she plans a tailored curriculum for each child in her care. n The inspector reviewed written comments from parents and considered their views and opinions. n The inspector observed interactions between the childminder and the children and evaluated the impact of teaching on outcomes for children. n The inspector sampled a range of documentation, including training certificates and suitability checks for all adults living in the household.

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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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