Childminder in Halton

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 applicable

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The provision is good

Children are settled and secure in the childminder's care. They have a strong attachment with the childminder and each other. The childminder is an attentive, calm and positive role model for all children. She develops children's self-esteem as she gives them lots of encouragement and support. For example, during a music session, the childminder praises children enthusiastically as they sing and play instruments. Children show they are happy. For instance, they share smiles and laughter when they explore a range of well-planned activities.

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The provision is good

Children experience a variety of outings and trips with the childminder. They are confident to talk about the places they have visited. The childminder encourages children to sustain their concentration and become inquisitive learners. For example, she freezes different shapes in ice, and all children explore the frozen objects as they change over time. During the activity, the childminder introduces words to describe size, colour and textures. Children copy her words and phrases, which adds to their growing vocabulary.

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The provision is good

The childminder has high expectations for children's behaviour. In her daily practice, she effectively models kindness and good manners when she interacts with children. This has a beneficial impact on children, who are polite and considerate as they share their learning. Parents and carers say they receive regular updates on their children's progress.

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need to do better?

n The childminder finds out what children can already do when they start at the setting. She uses this information and her own observations to identify what children need to learn next. The childminder is aware of where there may be emerging gaps in children's learning and focuses her teaching on these areas. This supports children to make consistently good progress. n The childminder encourages children's speech and language skills. She prioritises reading stories at every opportunity during the day. The childminder is skilled at providing learning opportunities that are linked to each other. For example, she provides a group activity involving a winter wonderland scene after reading a story about snow and ice. This enhances children's learning experiences and enables them to become independent and inquisitive learners. n Children develop their knowledge of mathematics throughout the day. For instance, while blowing bubbles, children encourage each other to blow 'one

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need to do better?

more'. They count on their fingers how many bubbles burst, and the childminder checks their answers. This demonstrates children have an awareness of number and an understanding of using mathematical language during child-initiated activities.

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need to do better?

17 January 2025 n Children are kind and friendly. They behave well. The childminder quickly establishes routines for the youngest children, such as sitting for snack or a song. She helps children to make positive choices and listen to instructions. Over time, this consistent approach helps children to become increasingly independent, and they show respect to each other and adults. n The childminder offers children opportunities to prepare healthy and nutritious snacks in the setting together. For example, at snack time, children receive a choice of fresh fruit and healthy options. Children learn the importance of hygiene. They wash their hands and drink water throughout the day. Routines are well established and help children to develop social skills and understand the importance of good health. n Parents share that they are happy with the care the childminder provides for their children. They say the experienced childminder understands the skills that

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need to do better?

children need before they start school and that she helps them plan for this transition. For example, the childminder gives parents ideas for things they can do at home with their children. She offers them support to encourage children's toileting and oral health. n The childminder recognises children's family structures and gives children the chance to have new social experiences linking up with local groups. She provides resources to develop children's awareness of festival days, such as Lunar New Year. However, the childminder has not yet identified ways to fully promote children's understanding of differences between people and communities. n The childminder ensures that she is up to date with mandatory training, such as paediatric first aid and safeguarding. She accesses courses to further her own professional skills and knowledge in order to create a setting that consistently supports children's development. The childminder understands the procedures

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need to do better?

she must follow to report any concerns about children and is aware of signs that might indicate a child is at risk of harm.

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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 support children's understanding of diversity further.

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Setting details

Unique reference number 2685113 Local authority Halton Inspection number 10367640 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 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022 and lives in Widnes. She operates all year round, from 7.30am until 5.30pm, Tuesday to Friday. The childminder holds a relevant qualification at level 3. She provides government funded childcare.

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Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The inspector observed the childminder joining in activities with children and discussed the learning that was taking place with her. n Children spoke to the inspector throughout the inspection. n A sample of policies and procedures were looked at by the inspector. These included documents relating to the suitability of household members, safeguarding and risk assessments. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for the curriculum. n The inspector observed the interactions between the childminder and the children. n Parents shared their views of the setting with the inspector.

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Inspection activities

17 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

17 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

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

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