Childminder 314817

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

The childminder has high ambitions for children's learning. However, the curriculum is not always sequenced for children to help them gain the skills and knowledge they need. For example, some activities are not pitched at the correct level. While some lack challenge or focus, others are beyond children's abilities and understanding. This means children are not supported well enough to learn, remember and develop new skills in a sequential way. In addition, the curriculum does not always provide opportunities for children to develop their self-care skills. Furthermore, it does not help children to learn about similarities and differences. Although the childminder offers explanations if children ask questions about differences, there is little focus on helping children to gain a greater awareness of diversity. As a result, children do not benefit from opportunities to learn about their community and world around them.

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The provision requires improvement

Where practice is strong, children access some resources and activities appropriate to their age and stage of development. As a result, they make adequate progress. For example, children develop their fine motor skills through mark-making activities and by completing puzzles. The childminder offers children praise and encourages them to persevere when they find some of the pieces of the jigsaw difficult to fit into place. This supports children's self-esteem. Children are happy and safe in the childminder's care. They enjoy warm and nurturing interactions with the kind and caring childminder.

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need to do better?

n Children enjoy some activities that interest them. However, some activities do not provide sufficient challenge to optimise children's progress. At times, children are left to initiate their own play. This does not help to build on their capabilities. n Children's independence is not fully supported. They are not given opportunities to carry out tasks that they are capable of doing for themselves. For example, the childminder puts children's coats and shoes on ready for outdoor play. This does not support children to build their confidence in what they can do for themselves. n Children benefit from opportunities to play outside. They access different resources that enhance their physical abilities. For example, children use the slide and the swing and learn how to throw and catch a ball. These activities support children to develop key physical skills. n Children behave well and use their manners without any prompts The

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need to do better?

childminder is a good role model for children and offers consistent boundaries. As a result, children respond positively to instructions and routines. n Parents are complimentary about the care and support their children receive. They comment on how easily their children settle in this home-from-home

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need to do better?

12 November 2024 environment. This helps parents to feel reassured about their children's safety and well-being. n Children's health is promoted well. They benefit from lots of opportunities to plant fruit and vegetables in the childminder's garden. This helps them to learn where food comes from. Children thoroughly enjoy eating their home-grown produce at snack time, which helps them to learn about healthy food choices. The childminder also promotes good hygiene practices, such as handwashing before eating. As a result, children are developing an increased awareness of healthy lifestyles. n Children develop some knowledge of the world around them. For example, they enjoy walks around the local area. This helps children to understand their community. However, the childminder does not offer consistent opportunities for children to learn about differences between people and what makes them unique. As a result, children do not gain awareness of similarities and

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need to do better?

differences. n The childminder supports children's language development well. She asks children appropriate questions and gives them time to think and respond. The childminder responds to children's communication and provides a narrative of their play. This enhances children's growing vocabulary. n The childminder communicates with parents through verbal discussions and home-sharing books. This keeps parents informed about what their children have been doing during the day. However, the childminder does not share ideas with parents on how they can extend their children's learning at home. This does not fully support continuity in children's learning.

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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

Due date

plan and implement a curriculum across all seven areas of learning that is ambitious and challenging to support children to make as much progress as possible. 16/12/2024

p.3

should:

n encourage children to attempt tasks for themselves to develop their independence and self-care skills further n share information with parents about what their children need to learn next and how they can continue to support their children's development at home n establish further opportunities for children to learn about diversity, different lifestyles and other cultures.

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Setting details

Unique reference number 314817 Local authority Warrington Inspection number 10355281 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 9 Date of previous inspection 23 November 2018

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Information about this early years setting

The childminder registered in 1995 and lives in Lymm, Cheshire. She operates weekdays between 7am to 6pm, all year round, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3. The childminder offers the government funded places for two-, three- and four-year-old children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about children's learning and development. n Children spoke to the inspector during the inspection. 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 Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

12 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

12 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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