Doidge, Rhiannon Jayne

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 does not ensure that the youngest children experience an ambitious, targeted curriculum. The needs and stages of development for younger children are not considered effectively in the planning and delivery of adult-led activities. Furthermore, during independent play time, the youngest children wander aimlessly at times and do not engage with purposeful learning. On the other hand, older children enjoy a sequenced, engaging curriculum. They are eager to learn. The childminder knows these children well and uses adult-led activities and free-play time to actively support them in reaching their developmental goals. Older children progress rapidly and are well prepared by the childminder for their upcoming move to primary school.

p.2

The provision requires improvement

The childminder provides children with a welcoming, warm environment. She takes time to get to know every child and their family. She shows children respect and takes care to recognise and celebrate all of their achievements, big or small. Children appreciate this. They gravitate to the childminder and show they feel secure and happy as they give her cuddles and beam with pride as they show off their work to her. All children settle quickly due to the childminder's caring approach and dedication to supporting children's self-confidence and assurance.

p.2

need to do better?

n Younger children do not have as equally stimulating educational experiences as their older peers. They flit from resource to resource, without engaging in much meaningful learning. The childminder fails to recognise that group activities are not organised effectively to be accessible to younger children. This means younger children do not receive the same targeted support for their development. Despite this, all children do make progress. Older children enjoy learning. They show that they remember what they have been taught and develop impressive levels of concentration. n Children do not always receive consistent messages when they are not following the rules. The childminder does not ensure that any assistants she works with understand the importance of clear communication when correcting children. For example, children are asked not to run in their socks. However, these messages are given as children are moving away or when the environment is busy and

p.2

need to do better?

children find it hard to listen. This means children do not always hear or heed these messages. n Children show respect to the adults who look after them and to their peers. They use good manners and happily share and take turns with their friends. The childminder places a strong emphasis on teamwork. She encourages children to work together to build structures taller than they are. Children giggle with anticipation as the structures tumble down and gasp, 'Quick, lets do it again!'

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need to do better?

6 February 2025 Children use these moments to celebrate with their peers. The emotional development of all children is well supported here. n Partnerships with parents are a strength. The childminder takes great care to support, understand and welcome families. She places importance on involving parents in their children's development. The childminder keeps parents abreast of their children's current developmental targets. She also provides resources and fun activities for parents to use to further support this learning at home. This supports all children's progression. Parents commend the childminder for her effective communication. n The childminder has not notified Ofsted of all adults working with her. This is a requirement of her registration. However, as these adults are known to Ofsted under her co-childminder's registration, there is no risk to or impact on children. All adults working with children at this setting are suitable.

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need to do better?

n The childminder ensures all children have access to outdoor learning. Children relish these opportunities. They look for birds in the sky, dig in sensory trays and pick leaves from bushes in the garden. Children learn that exercise is good for their bodies. They start to identify healthy and unhealthy foods and drinks. The childminder encourages children to try new foods and praises their efforts. Children's personal development is well supported. n All children develop a love for books. They listen keenly during adult-led stories and take time to look at books independently during their play. Even the youngest children stroke the pages of sensory books and giggle as the childminder uses funny voices for different characters. This promotes children's early literacy skills.

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

plan and deliver an effective curriculum that meets the individual learning and development needs of all children. 21/03/2025

p.3

should:

6 February 2025 n give children consistent messages about their behaviour so they can clearly understand what is expected of them.

p.3

Setting details

Unique reference number EY559858 Local authority Cheshire West and Chester Inspection number 10378160 Type of provision Childminder

p.5

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 27 Date of previous inspection 27 September 2021

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Information about this early years setting

The childminder registered in 2018 and works in Upton, Chester. She works with another childminder and and six assistants, all year round. Sessions are from 8am to 6pm, Monday to Friday, except for bank holidays.

p.5

Inspection activities

n The childminder provided the inspector with a sample of key documentation on request. 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 The inspector talked to assistants at appropriate times during the inspection and took account of their views. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The childminder and the inspector carried out a joint observation during circle time.

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Inspection activities

6 February 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

6 February 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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