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 Good

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The provision is good

The childminder provides a warm, welcoming environment for children. She offers enthusiastic praise and helps children to build resilience and confidence in their own skills. Children thrive under her encouragement and dedication. They feel settled, secure and happy in her care. The childminder takes care to learn as much as possible about children when they start at her setting. She recognises that partnerships with parents are a crucial aspect of understanding the children she cares for. By building such strong bonds with families, children quickly form strong emotional connections with the childminder and their peers. This creates an environment in which children succeed, both in their emotional intelligence and in their learning and development.

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The provision is good

The childminder has developed an ambitious curriculum, which promotes the unique needs and goals of every child. She carefully manipulates this curriculum to help support children to prepare for the next steps in their learning. This looks different for every child, as the childminder understands that children are individuals with different interests and stages of development. This approach helps to ensure that all children are supported to experience the best start in life. Consequently, any gaps in children's development rapidly close and they are well prepared for primary school. Children enjoy their learning. They eagerly access resources and activities with curiosity and excitement because the childminder makes learning fun.

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need to do better?

n The childminder clearly understands what she wants children to learn next. She skilfully uses planned activities and free-play periods to build and reinforce children's learning and skills to reach their individual goals. The childminder balances the varying needs of all children very well when delivering her curriculum. This helps to ensure that all children succeed in their progression. n Children's communication and language skills are well supported. The childminder is highly skilled at talking with children in a way that promotes their critical thinking skills. She uses open questions and thoughtful conversational techniques to really encourage children to wonder before they respond. This enables children to learn how to solve problems and builds them up to be confident communicators. n The childminder is strikingly passionate about her role. She strives to constantly evolve and grow in her own understanding. The childminder eagerly accesses

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need to do better?

training and continuous professional development to continue to strengthen her skills. The childminder actively maintains effective working relationships with professionals. This reflects in her strong practice, which benefits all children. n Children happily explore the world around them. The childminder keeps children

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need to do better?

27 February 2025 very active in the community by attending educational and play groups each week. This helps children to form bonds with peers outside of their own setting. Children enjoy outdoor learning. They burn off energy in the fresh air, building with foam bricks, manipulating toy vehicles and painting in the sunshine. This supports children's personal development. n The childminder brings stories to life for children. They demonstrate embedded knowledge as they fill in key phrases and tell the childminder what will happen next when she reads well-known books. Children re-create scenes from favourite stories using props, paints and colouring pencils. They jump up and down with excitement as they move characters closer and closer to the 'bear cave' they have constructed. Younger children sing nursery rhymes and use dance movements and gestures to demonstrate that they remember what will happen next in songs. All children show an early love for reading and impressive literacy

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need to do better?

skills, which prepare them well for primary school. n Mathematics is less prevalent within the curriculum. The childminder does introduce some counting and discussion about shapes and colours into children's play. However, overall, in comparison to other areas of learning, mathematics is not as clearly incorporated into activities and free play. n Children are very independent. They are proud to show off that they can wash their own hands and take care of many of their own needs. Older children know when it is important to be extra hygienic, such as during mealtimes and after outdoor play. Even the youngest children pour their own cereal and milk at breakfast time. The childminder knows the importance of these skills, especially when considering the move to primary school.

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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 consider ways to incorporate mathematics more consistently into the curriculum.

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Setting details

Unique reference number EY542159 Local authority Halton Inspection number 10368573 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 5 Date of previous inspection 26 March 2019

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Information about this early years setting

The childminder registered in 2016 and lives in Widnes. She holds a relevant early years qualification at level 3. The childminder operates from Monday to Friday, all year round. Sessions run from 8am until 5pm.

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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 early years foundation stage curriculum. n Children spoke with the inspector during the inspection. 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 Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

27 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

27 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

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

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