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 offers children a wide variety of opportunities to learn and explore. She has close relationships with children, which helps them to feel settled and secure. The childminder provides a rich and varied curriculum that supports children's development well. Stories are a key part of the curriculum. Children enjoy reading books with the childminder and with each other. Children are happy and confident. They enjoy communicating with others and are confident in a variety of social situations. The childminder helps older children to develop genuine care and concern for younger children and babies. This creates an inclusive atmosphere built on positive attitudes towards others.

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The provision is good

Children develop their social skills when they visit local playgroups. The childminder teaches children about the environment around them. They find out about seasons and nature on woodland walks. Children learn about a variety of boats and ships as they walk along the river Mersey. The childminder has embedded positive behaviour well. When the childminder asks children to put away toys, they eagerly respond. They work together to put all the blocks away until the room is 'spotless'. Children show great pride in their achievement. The childminder offers children lots of praise and encouragement, which helps to build their positive self-esteem.

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need to do better?

n The childminder provides an ambitious curriculum designed so that children start school with the knowledge and skills they need to succeed. She understands how to build on children's prior learning. Children remember things they have learned and talk about what they have learned with confidence. Children make good progress in their development. n The childminder regularly takes advantage of opportunities that present themselves to extend children's learning. For example, when children find sticks in the shape of letters, the childminder helps them to identify the letters in their name. When they get back to the house, children eagerly try to write letters on writing tablets. This helps children to develop their knowledge and skills quickly. n Some hygiene and self-care routines are strong. For example, children use a handwashing station to independently wash their hands. They dry them with tissue and put them in the bin. However, some routines are not as well

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need to do better?

established, for example cleaning hands after wiping noses. This means children do not consistently develop a deeper understanding of practices to support their physical health. n The childminder's curriculum for mathematics is well embedded. She incorporates this into every part of the day. For example, children are encouraged to estimate and count coins. They draw a variety of shapes and consider the size and position of blocks and magnetic tiles. Children develop a

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need to do better?

24 January 2025 good understanding of mathematical concepts. n The childminder provides good support for children's communication and language development. She narrates daily activities and repeats key words for babies. She introduces a wide range of new vocabulary. For example, children talk about their 'pagoda' as they build with blocks. Children become confident communicators. n The childminder teaches children about a variety of cultures and festivals. For example, children read books and watch videos about Chinese New Year. They sample Chinese cuisine and 'have a go' with chopsticks. They learn how to say 'Kung Hei Fat Choi' with confidence. This helps children to gain a wider understanding of different cultures. n Children show excellent resilience when they find things tricky. For example, children use chopsticks to pick up noodles. With encouragement from the childminder, they try themselves and do a great job. They show great

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need to do better?

persistence when challenges occur. n The childminder develops effective relationships with other local childminders. She is part of a professional community that helps to support her professional development. The childminder also takes part in a variety of training to enhance her knowledge and skills. This helps her to develop her provision for children over time. n The childminder has not fully considered how her curriculum offers children the chance to take supportive risks while accessing the internet. Such opportunities help children to deepen their knowledge and enable them to positively interact with the digital world around them. n Parents praise the setting and the genuine two-way communication they have with the childminder that supports children's learning. Parents use feedback from the childminder to continue children's learning at home. There is continuity as the childminder and parents work together to help children learn and grow.

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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.

p.3

should:

n further develop self-care routines so that children build on their independence n strengthen teaching of the digital world and help children to develop a deeper understanding of the impact of technology around them.

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Setting details

Unique reference number EY262222 Local authority Cheshire West and Chester Inspection number 10368078 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 14 Date of previous inspection 7 March 2019

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Information about this early years setting

The childminder registered in 2003 and lives in Little Sutton. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She offers the government funded places for childcare.

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Inspection activities

n The childminder and inspector completed a learning walk together and discussed the early years curriculum. n Children communicated with the inspector during the inspection. n The inspector talked to the childminder at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n Parents shared their views with the inspector. n The inspector carried out a joint observation with the childminder. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

24 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

24 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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