Childminder in Cheshire West and Chester

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 childminder creates an ambitious curriculum for all children. She develops children's communication and language skills well. The childminder gets down on children's level and introduces new words to them as they play together. She encourages back-and-forth conversations with children and repeats words slowly to them. Consequently, children respond positively and have a go at repeating new words back to the childminder. Children make good progress from their starting points.

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The provision is good

Children are happy and they settle quickly into the childminder's routines. The childminder creates friendly bonds with children and their families. She stays close to those children that may need reassurance. This helps children feel secure. The childminder is a positive role model. She helps to support children to take turns and to share the resources. When any disputes occur, the childminder deals with them promptly and effectively.

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The provision is good

The childminder takes children on a range of outings. They go on walks around the local area and to parks. The childminder takes children to playgroups, where they can play with larger groups of children. Children benefit from trips to the garden centre and help to choose plants and bulbs for the childminder's garden. They help to take care of the plants by watering them and watch the changes as they grow. This helps children learn about the life cycle of plants.

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need to do better?

n The childminder knows children well. She has a firm understanding of where children are up to in their development and plans appropriate next steps in their learning. However, the childminder does not always share information about children's learning with other settings children attend. This sometimes hinders the childminder from providing further continuity in children's development. n The childminder plans plenty of opportunities to enhance children's growing independence. For instance, children take their own coats and shoes off. They access the toys by themselves and are learning how to tidy the toys away. These opportunities help children to feel proud of the tasks they are able to complete by themselves. n Children gain a love of books. The childminder reads stories to children with plenty of enthusiasm. Children are eager to tell the childminder the animals they can see in the book. Children learn to handle books gently and turn the pages

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need to do better?

carefully. This helps to develop children's early reading skills. n Children behave positively. They listen to the childminder's instructions and follow them well. Children are excited to take part in activities. They beam with delight as they explore how to make different noises inside sensory boxes.

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need to do better?

27 November 2024 Children demonstrate positive attitudes to their play. n The childminder implements the curriculum for physical development well. Children have plenty of space to run around in the childminder's garden. They practise their throwing and catching skills outdoors and learn how to scoot around using ride-on cars. This helps to develop children's larger muscle movements. n The childminder accesses professional development opportunities. She ensures she keeps her mandatory training up to date, such as her paediatric first-aid qualification. The childminder has recently accessed training to support children with their language development. This helps to keep the childminder's knowledge and skills refreshed. n Overall, the childminder promotes healthy life choices. She provides children with nutritious food and talks to them about foods that are good for their bodies. However, the childminder does not consistently support children to understand

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need to do better?

the importance of adopting healthy habits, such as handwashing before eating, to fully promote good hygiene procedures. n The childminder supports children's emotional development well. She talks to children about different feelings and helps them to identify if they are feeling happy or sad. The childminder helps children to find ways to cheer themselves up if they are feeling sad. This helps children learn how to regulate their own emotions. n Parent partnerships are strong. Parents praise the childminder for the friendly environment she creates. The childminder keeps parents updated about children's learning on the parent app and during handover times. She works collaboratively with parents on issues such as toilet training. This helps to ensure children's needs are met.

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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 share information about children's learning with other settings they attend, to provide further continuity in children's development n embed hygiene routines, such as handwashing, in order to promote good hygiene procedures for children.

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Setting details

Unique reference number EY467262 Local authority Cheshire West and Chester Inspection number 10359989 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 4 Date of previous inspection 4 December 2018

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Information about this early years setting

The childminder registered in 2013 and lives in Barnton, Cheshire. She operates all year round, from 7.30am to 6pm from Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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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 her 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 Children spoke to, or communicated with, the inspector during the visit. n The childminder and the inspector had discussions at appropriate times during the inspection. n The childminder and the inspector carried out a joint observation.

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Inspection activities

27 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

27 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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