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 Not Met (with actions)

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The provision is good

The childminder is an advocate for active learning. He has created a play environment that encourages children to explore through trial and error. For example, children persevere while learning how to operate cause-and-effect toys. They show high levels of determination while completing puzzles. The childminder plans an ambitious curriculum that keeps children interested and motivated to learn. For example, children excitedly take part in a number hunt outdoors and are fascinated while learning about two-dimensional shapes. The childminder is a good role model. He teaches children about the importance of kindness and respect. Children know what is expected of them and they behave well.

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The provision is good

The childminder supports children's emotional well-being effectively. He spends time getting to know children and their families during the settling-in process. Children have a strong sense of belonging and settle quickly. The childminder supports children to have pride in their achievements. He praises children and celebrates their success. For example, he showcases children's artwork. Children beam with delight and cannot contain their excitement to share their creations with their parents and carers.

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The provision is good

Children demonstrate good levels of independence from a young age. They help to tidy toys away, care for their own personal needs and put their own coats on. The childminder prepares children well for their eventual move on to school. He talks to them about their new teachers and what their classrooms will look like. Children are excited about making new friends and look forward to wearing a school uniform.

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need to do better?

n The childminder has addressed the weaknesses raised at the last Ofsted inspection. He has welcomed support from the local authority. Self-evaluation is accurate. For example, the childminder identified that children were not accessing a wide variety of books. He has redesigned the play environment to make books more accessible. Children select books to read with the childminder and are excited to take them home to share with their families. n The childminder provides children with a curriculum that builds on what they already know and can do. He prioritises children's physical development to help to develop their large-muscle skills. Children relish taking part in basketball. They show increasing coordination while playing tennis. Children make excellent progress in their physical development. n Overall, the childminder attends mandatory training and keeps up to date with changes in early education policy. However, he has not established a successful

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need to do better?

programme of professional development that is aimed at improving his practice.

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need to do better?

21 January 2025 n The childminder keeps parents informed about their children's time at the setting. Parents reported that the childminder goes 'above and beyond' for their children. The childminder works closely with other childcare professionals and has good links in place with the local primary school. n In the main, the childminder teaches children well about the world around them. Children enjoy visiting a local woodland. They discuss wildlife and animal habitats. However, the childminder does not provide children with broad experiences to learn about different people and communities. This means that some children do not gain a good understanding of similarities and differences between themselves and others. n The childminder places a strong focus on sports. He encourages children and their families to take up a sport and to attend training. Children excitedly talk about football lessons. They understand the rules of competing in games and

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need to do better?

support their friends for taking part. This helps to build children's confidence, resilience and their ability to work as part of a team. n In the main, the childminder engages in rich conversations with children. He listens to children with interest and asks them meaningful questions during their play. However, he does not always use the correct vocabulary when interacting with children. This means that children mirror the incorrect pronunciation of words and letter sounds. This does not support children to make the progress which they are capable of in their communication and language skills. n The childminder talks to children about their emotions. For example, he teaches children that it is okay to feel sad, happy or excited. Children are confident to discuss their feelings. They are loving towards others and show excellent behaviour.

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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 strengthen the programme of professional development to help to raise the quality of practice n better support children to gain a broader understanding of differences and similarities between themselves and others n use the correct vocabulary and pronunciation of words to better support children's communication and language skills.

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Setting details

Unique reference number EY497832 Local authority Cheshire East Inspection number 10338438 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 1 Date of previous inspection 8 March 2024

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Information about this early years setting

The childminder registered in 2016 and lives in Crewe. His setting operates all year round, from 6am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3.

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Inspection activities

n The childminder showed the inspector the premises and discussed how he ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for the early years foundation stage curriculum. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on children's learning. n Parents and carers 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

21 January 2025 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

21 January 2025 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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