Childminder in Warrington

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

Children are cared for in a safe, secure and well-organised environment. They are emotionally secure. Children form strong bonds with the childminder, who creates a calm and relaxed atmosphere. The childminder insists children treat the space as a home-from-home environment. As a result, children are happy and settled and display confidence. They can follow instructions and know what is expected of them. The childminder teaches children the routines in her setting, such as tidying away the toys when they have finished. Children eagerly anticipate mealtimes and show respect for one another, such as using manners and kind gestures. The childminder supports children to manage their emotions. She teaches them strategies to regulate their feelings and behaviour.

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The provision is good

Children maintain attention well. The childminder sequences children's learning through a well-designed curriculum. She skilfully adapts activities for younger and older children. For example, when playing with a fruit-sorting game, the childminder competently adapts her teaching to meet the abilities of children of different ages. This supports children to play alongside each other and receive praise from the childminder for their own achievements. This builds on what children already know and helps them to extend their ideas through play, supported by their peers.

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need to do better?

n The childminder delivers a curriculum that reflects children's interests, next steps in learning, seasonal events and the local environment. This offers children the opportunity to learn about the wider world. In turn, the childminder brings children's learning to life with real-life examples and experiences. n The childminder supports children's communication and language well. She models words correctly, which helps children to hear the correct pronunciation. This provides a platform for children to develop their vocabulary and supports their speech and language development. n Children develop a love of numbers and shape during focused activities. For example, the childminder sequences children's learning during an activity around counting and shape recognition. She uses a bag with objects, numerals and shapes placed inside, and encourages children to dip into it and find an object. This creates excitement and enthusiasm. In turn, children are excited to learn

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need to do better?

and participate. n Parents and carers speak highly of the childminder. They comment positively on how well their children's social skills are developing and the childminder's natural ability to connect with children. Parents enjoy daily chats with the childminder. They love to see photos of their children when out and about alongside other children and their childminders. However, although the childminder completes

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need to do better?

29 May 2025 and shares the required written progress check when children are aged between two and three years, some parents are sometimes unsure of their children's next steps and stages of development beyond this milestone. The childminder does not consistently provide regular updates to further support children's learning at home. n Overall, children develop their independence from an early age in this setting. This includes self-care routines, such as dressing and undressing, putting their shoes on and off and becoming toilet trained. However, in some instances, the childminder does not support children to enhance their self-care skills further, such as wiping their noses for them. This does not enrich children's independence further. n The childminder is part of a strong network of other childminders. She enriches children's learning with trips to the local park, library and play centres, where they meet friends and other childminders. This provides a social experience for

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need to do better?

children to develop among other children. Children become familiar with other childminders. They begin to prepare for school life and beyond as they learn to interact with others. Consequently, children develop socially and embrace new experiences. n The childminder keeps up to date with her professional development and is keen to target training that supports children's needs and requirements. She actively delivers new initiatives and shares ideas with fellow childminders. The childminder shares valuable resources that support and extend children's learning. She flourishes from working alongside others. This collaborative style of working helps to give children a good start to their early education.

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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 build on strategies to share all relevant information with parents so they have a full understanding of their children's learning n increase opportunities to promote children's independence and self-care skills, such as by encouraging children to wipe their own noses.

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Setting details

Unique reference number EY152317 Local authority Warrington Inspection number 10388529 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 11 Date of previous inspection 16 July 2019

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Information about this early years setting

The childminder registered in 2002 and lives in Warrington. She operates all year round, from 7am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides government funded childcare.

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Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures that 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 childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Children communicated with the inspector during the inspection. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector observed the interactions between the childminder and children. 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

29 May 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

29 May 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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