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 Requires improvement

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The provision is good

Children make good progress in their learning at this safe and welcoming setting. They are happy, settled and secure. Parents say that their children jump from their arms as they arrive each morning. They are eager to see the childminder, with whom they have formed strong attachments. Children are confident. They demonstrate this as they introduce themselves to visitors and as they independently select resources to use.

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The provision is good

The childminder demonstrates consistently kind and caring behaviour. Children copy this. For example, during role play they treat the dolls with care. Children gently lift dolls from the pushchair and talk to them nicely as they pretend to feed them. The childminder encourages children to share and turn take. When quarrels do occur, she is quick to join children and help them solve their disagreements. Children learn to problem solve and to consider their friends as they play.

p.2

The provision is good

The childminder is keen to offer learning that she knows children will engage with. For example, she uses children's current interest in insects to encourage their involvement. Children work hard to squeeze gel out of tubes. They are eager to use tweezers to pick up plastic insects from the gel. Children have a tremendous time as they develop their manipulative skills.

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need to do better?

n The childminder has sought the support of the local authority, which has increased her knowledge and understanding of the early years foundation stage requirements. She plans a curriculum that offers children appropriate learning opportunities, which are focused on their next steps. This helps children to make good progress from their starting points. n The childminder communicates well with her assistants to ensure children are well supervised and kept safe. However, the childminder has not fully considered how she can keep children engaged, for example, while activities are prepared or tidied away, in order to support their learning further. n Children's good health is promoted through routine hygiene practices, such as washing hands before eating or after using the toilet. The childminder encourages children to think about healthy lifestyles as they play. For example, children say their dolls are hungry as they have 'used up all their energy playing

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need to do better?

at the park'. They make them a picnic with fruit and drinks. Children start to build their knowledge of the benefits of living a healthy lifestyle. n The childminder supports children's language development. For example, she offers descriptive words as children engage in sensory play. This helps to build children's vocabulary. Pre-school children ask questions to support their curiosity. For example, they ask which insects can fly. The childminder helps them look for

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need to do better?

10 February 2025 insects with wings. Children's good communication supports their future learning. n Story and song times are used regularly. Children's interest in a story is ignited as they choose props from a bag. The childminder helps them to use the props to help tell the story. Children listen well. In addition, children enjoy singing, they are eager to choose their favourite songs. Younger children copy the actions and move from side to side as older children sing the words. Children use observation and recall skills that will help them when they eventually learn to read. n The childminder keeps parents informed of their children's development. For example, she tells parents the focus for learning each week. She shares the books they will look at and offers ideas for parents to use at home. This consistent approach promotes continuity in children's learning. n Effective systems for monitoring children's progress are in place. The

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need to do better?

childminder works in partnership with parents to support children's development. She completes the progress check for children aged two years and aligns this with checks carried out by the health visitor. As a result, emerging concerns are addressed, and any interventions are offered in a timely manner. n The childminder supports children in preparation for their move to school. For example, she helps children learn to follow routines and to develop their skills of independence. The childminder meets with teaching staff to discuss children's current strengths and learning styles. This helps children to enjoy a smooth transition to school. n Older children who attend the setting say they feel safe. They describe the childminder as 'kind and fun'. They say they enjoy the activities, and they look forward to playing with their friends. Older children show care for their younger friends and behaviour is good.

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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.

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should:

n plan routines more effectively to help children remain consistently engaged in their learning.

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Setting details

Unique reference number EY401415 Local authority Cheshire East Inspection number 10352330 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 12 Number of children on roll 25 Date of previous inspection 30 April 2024

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Information about this early years setting

The childminder registered in 2009 and lives in Middlewich. 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 works with an assistant. The childminder offers the government funded places for children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure 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 their curriculum. n The inspector spoke to children, to find out about their time at the setting. 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 childminder and the inspector carried out a joint observation during adult- led learning. n Parents shared their views of the setting with the inspector.

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Inspection activities

10 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

10 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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