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 supports children's emotional well-being exceptionally well. This support creates a calm learning environment, where children feel safe and valued. The childminder provides children with reassurance, when needed. She helps children to understand their emotions by discussing different feelings during activities. Children discuss how characters in books are feeling and show concern. They are developing an understanding of why they may feel a particular way. The childminder prioritises children's physical well-being effectively. She engages children in physical exercise, such as walks in the park and digging on the allotment. The childminder provides healthy snacks and meals. Children learn about good hygiene and self-care activities, such as washing their own hands before they eat.

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The provision is good

The childminder provides an ambitious curriculum. She implements a range of inviting and engaging activities that are planned around children's interests and developmental stages. The childminder incorporates themes that help children develop new skills and knowledge. For instance, they visit the airport to focus on a transport topic. At playgroups, children learn to interact in larger groups of people. The childminder and children visit nature trails and country parks, where they learn new information about animals and nature. Children develop a love for learning and demonstrate positive attitudes to engaging in a wide range of experiences.

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need to do better?

n Children's communication and language development are mostly well supported. The childminder enhances children's listening and attention skills. She engages children with interactive storytelling sessions. Children listen in delight as the childminder brings stories to life. They recall significant parts of the story. Children hear lots of language and develop their listening skills. However, there are times that the strategies used to support children's language development are not as well embedded. For example, the childminder asks questions and does not give children the time they need to process the question and respond. The correct answer is not always provided. At these times, children's emerging vocabulary is not best supported. n The childminder continually improves her skills and knowledge by participating in regular professional development activities. She has learned about designing a welcoming and exciting learning environment. However, some resources do not

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need to do better?

ensure younger children can access learning independently. For example, when children are mark making the pens they are using have lids on that are difficult to remove, and the cutlery provided is not designed for the small hands of young children. This means there are some occasions when children need extra help to complete tasks that they are capable of doing themselves and do not always feel

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need to do better?

5 June 2025 a clear sense of success. n The childminder works closely with a network of other childminders to share ideas and examples of good practice. This collaborative approach helps the childminder to feel valued and confident in their role. The childminder champions children and their families. She eagerly supports parents with challenges they face. For example, attending meetings in schools to offer support with transition. This approach fosters respectful relationships and helps families feel valued. n The childminder plans her curriculum to develop children's physical skills. Children have access to an outdoor play area. On visits to parks, they climb, slide and run. At the allotment, children use a range of tools such as spades to dig in mud and scissors to snip herbs. They pour water from jugs and use spoons to mix ingredients in bowls. These experiences help children to develop their fine and gross motor skills.

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need to do better?

n Children develop their personal, social and emotional development. The childminder encourages children to participate in group activities and learn to share and cooperate with others. Children build good relationships with their friends and play cooperatively together. They demonstrate good behaviour. n The childminder establishes and maintains supportive partnerships with parents. She communicates with them effectively and incorporates their feedback into her practices. The childminder uses parents' feedback to develop home learning activities around child development challenges. This helps to ensure that children's needs are met and parents feel fully supported to be involved in their children's development.

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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 extend knowledge of and embed strategies to further support children's communication and language development n support children to fully develop their early independence skills and help children consistently feel a sense of achievement.

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Setting details

Unique reference number EY543821 Local authority Halton Inspection number 10392252 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 13 August 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Runcorn. She operates all year round from 7am to 6pm, Monday to Saturday, except bank holidays and family holidays.

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Inspection activities

n The inspector carried out a learning walk to discuss the childminder's curriculum, including how the childminder assesses and plans for the children's learning. n The inspector observed the childminder carrying out an activity with the children and, subsequently, discussed the activity with her. n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The inspector took account of parents' views from their written feedback. n The inspector observed interactions between the childminder and the children present and spoke to the childminder at appropriate times during the inspection.

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Inspection activities

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

5 June 2025 5 June 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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