Childminder EY298117

Overall effectiveness Requires improvement

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

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The provision requires improvement

The childminder has not kept sufficient oversight of the quality of her provision since the previous inspection. She does not have a clear understanding of which aspects of her work that she should improve. The quality of education that children receive is variable. The childminder broadly knows how children will benefit from the activities that she provides. However, her delivery of the curriculum is weak in parts. The childminder does not make the most of her curriculum to build on children's previous learning. Children do not learn some of the key information that they need to know.

p.2

The provision requires improvement

The childminder has developed secure and caring relationships with the children and their parents. This helps children to settle quickly. The childminder supports children gently to understand how to behave, use their manners and to respect each other. Nevertheless, children wander about the provision in search of interesting activities to do because the childminder has not thought carefully about what children will learn.

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The provision requires improvement

The childminder recognises the importance of children spending time outdoors and provides daily opportunities for them to experience fresh air and physical exercise. The childminder follows children's immediate interests. For example, she follows children's lead when they play hide and seek. Children squeal with excitement at the anticipation of being found. Children are happy and safe. They enjoy coming to the childminder's provision.

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need to do better?

n The childminder aims that her curriculum prepares children for school. She has identified some of what she intends children to learn. However, she does not sequence children's learning well enough. This does not help her to identify the knowledge that children need to learn next for them to make the progress of which they are capable. Some of children's learning is incidental and does not build on what they already know. n The childminder's interactions do not consistently support children to remain engaged in their learning. At times, children wander around, unsure of what to do. Sometimes, they do not show a positive attitude to learning. However, the childminder has developed some helpful ways to support children's behaviour. For instance, she praises children when they have tidied up the toys. Children learn what they have done well and feel proud of themselves. n The childminder attends training opportunities and keeps her essential training

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need to do better?

up to date. However, she does not review her practice accurately enough or identify the training that she needs to improve the quality of her teaching. This weakness hampers the success of children's learning and progress.

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need to do better?

15 January 2025 n The childminder completes the progress checks for two-year-old children. However, she does not use this information effectively to identify the precise next steps to meet the ongoing needs of children. This makes it difficult for the childminder to check that all children, including those with special educational needs and/or disabilities, are developing the secure foundations for their future learning. n The childminder sings nursery rhymes and talks with the children about their play ideas. However, sometimes, she does not carefully consider those children who are not yet using words to communicate when asking questions. The questions that she uses lack purpose. This does not support children's growing vocabulary effectively. n The childminder supports children's personal development well. She takes them on daily outings, such as to the local park, for fresh air and exercise. Children

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need to do better?

enjoy the childminder's fresh home-cooked meals and snacks, which includes plenty of fresh vegetables and fruit. Children learn about the different ways to keep themselves healthy. n Children benefit from a variety of educational visits that the childminder arranges. For example, the childminder takes children to meet the local fire brigade to gain an understanding of adults who have important jobs. Children also learn about disability, such as that some people who use a wheelchair can also hold important roles in society. Children learn to respect and appreciate those who may be different from themselves. n Partnership with parents and carers is a strength of the childminder's provision. She ensures that there is a regular two-way flow of information between herself and parents. Effective links are made with parents who have children with emerging additional needs. This ensures that children feel settled in the

p.3

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

implement an ambitious curriculum that is sequenced effectively, so that children learn the essential information they need to know 14/02/2025

p.3

Due date

15 January 2025 strengthen the arrangements to review practice and identify which professional development to complete, so that the quality of teaching and learning improves 14/02/2025

p.3

Due date

ensure that the progress checks for children at age two years identify the activities and strategies needed to address concerns or issues in a child's development. 14/02/2025

p.4

should:

n improve understanding of how children learn language, so they build their growing vocabulary.

p.4

Setting details

Unique reference number EY298117 Local authority Halton Inspection number 10364281 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 11 Date of previous inspection 17 January 2019

p.5

Information about this early years setting

The childminder registered in 2005 and lives in Widnes. Her provision operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

p.5

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n A joint observation was carried out by the inspector and the childminder. n The inspector held discussions with the childminder and spoke with some children during the inspection. n The inspector looked at a sample of documentation, including evidence of the childminder's training. n The inspector spoke with some parents by telephone and viewed several parent's written testimonials and took account of their views.

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Inspection activities

15 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

15 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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