Peters, Lucy Nicole

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

The childminder provides a warm and friendly environment for children. They are greeted by the caring and nurturing childminder, who supports them well to understand the daily routines. For example, when children happily arrive at the childminder's home, they know to put their shoes in the basket before they come into the room. Children form strong bonds with the childminder and thrive in her care. This helps children to feel safe and secure.

p.2

The provision is good

The childminder teaches children about how to be respectful of each other. She acts as a positive role model and teaches them how to share resources and take turns. Children play well together and effectively communicate their wishes and feelings. They are polite and use their manners as they regularly say please and thank you. They confidently ask the childminder for help when needed. Consequently, children behave well and enjoy their time in the setting.

p.2

The provision is good

Children enjoy regular visits to local parks, attractions and different playgroups. The childminder plans these visits well to develop and build on children's learning. For example, on a trip to the zoo, the children learned facts about lions. They continue this learning at home as the childminder arranges engaging activities to build on what they learned at the zoo. These visits and trips broaden children's learning as they learn through real life, meaningful experiences.

p.2

need to do better?

n The childminder plans a well-thought-out curriculum, which is ambitious for all children. She carries out observations and assesses what children know and can do. The childminder plans activities that support children's next steps in learning. For example, older children use pincers to explore the sensory tray. This helps to build strength in their smaller muscles. Children consistently make good progress and are prepared for their next stage in learning. n The childminder provides lots of opportunities for children to play imaginatively. For example, children dress up with bright coloured tutus and ask the childminder to tuck scarves in the back of their t-shirts, as a cape. They excitedly run up and down the room, pretending to be superheroes. This helps to develop children's imagination and creative thinking. n Children enjoy lots of time outdoors in the garden. Children develop their large muscles as they climb on frames and ride on trikes and scooters. They go on

p.2

need to do better?

regular trips to parks and nature walks. This helps to support their physical development. n The childminder is committed to developing children's communication skills. Children listen intently to stories and join in with familiar phrases. The childminder continually engages children with back-and-forth conversations and

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need to do better?

3 July 2025 introduces them to new words. For example, children comment and ask questions about the 'swirly clouds' in the sky. The childminder encourages children to ask questions and introduces new language, such as 'tornado' and' windy'. This helps children to build a breadth of vocabulary and use language to communicate their thoughts and ideas. n The childminder teaches children to be respectful and inclusive to others when playing in her home and at groups. Children learn about some festivals, such as Christmas and Easter. However, the childminder does not yet provide children with further opportunities to learn about other cultures and celebrations, in order to help them learn about similarities and differences between themselves and others. n The childminder works closely with parents to ensure positive partnership working. She shares information with them about their child's daily activities and

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need to do better?

their progress. Parents are extremely happy with the care provided and feel very reassured by the strong bonds formed between the childminder and the children. They report that their children thoroughly enjoy their time at the setting and have a wealth of learning experiences. n Children are encouraged to continually develop their independence skills. They confidently wash their hands before eating and learn to put on their own shoes. They make choices about what fruit they would like for snack. Children expertly peel their own oranges and cut up banana. This helps children to be independent and gain a sense of achievement. n The childminder is very passionate about her role. She keeps up to date with new guidance and regularly seeks out training to further her knowledge. For example, the childminder completed some training about how to support crying babies. This helps the childminder to continually develop her knowledge and

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 interest first.

p.3

should:

n enhance the teaching of diversity and equality to support children to have more learning opportunities to learn about similarities and differences between themselves and others.

p.3

Setting details

Unique reference number 2721359 Local authority Cheshire West and Chester Inspection number 10392327 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 4 Number of children on roll 5 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in February 2023. She lives in the Saighton area of Chester and operates from Monday to Friday all year round. Sessions are from 8am until 5pm. The childminder provides government funded childcare.

p.4

Inspection activities

n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector took into account the views of parents. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector and the childminder carried out a joint observation of an activity. n The inspector observed the interactions between the childminder and the children. n Children spoke and communicated with the inspector during the inspection.

p.4

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

3 July 2025 3 July 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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