Childminder 2818704

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

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The provision is good

Children share trusting relationships with the nurturing childminder. They are happy to venture off and play, returning for emotional support when needed. Children's settling-in sessions are tailored to meet their individual needs. During this period, the childminder gathers information from parents to support children. As a result, the childminder knows children well and recognises their unique signs of hunger or tiredness. This helps her to adapt children's routines throughout the day. One of the childminder's aims for her setting is for children to 'know how important they are'. Children show that this is successful, through their high-levels of confidence and self-esteem. Children smile with pride as they receive praise throughout the day. The childminder praises children for 'good rolling' as they take turns to roll a ball to each other. This helps to support children's early social development.

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The provision is good

Children enjoy sharing books with the childminder. They copy the actions that the childminder makes. For example, as children find a picture of a drum, they use their fingers to tap and make noises to replicate the drumming sound. Children crawl over with excitement to the childminder as she introduces a musical instrument bag. They bop up and down to the beat and enjoy handling the different instruments to make music, as they shake and tap out sounds. Children keep trying when they come across difficulties. They carefully handle small cars and try to place them on top of a ramp. The childminder provides children with time to think and solve problems. Children keep trying until the car stays on the track. They become excited as they wave their hands and smile at their achievement.

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need to do better?

n The childminder understands her role in safeguarding children. She knows what to do in the event of a concern arising about a child's safety or welfare or if an allegation was made against her. This helps to keep children safe. n The childminder has built partnerships with other childminders and links within the local authority. She has accessed some training that has had a positive impact on her knowledge. For instance, the childminder has accessed a safer foods course. She uses the knowledge gained to prepare food safely for babies that supports their good health. The childminder recognises that she has some slight gaps in knowledge with regards to child development and she wants to access further training. However, she does not yet have a focused plan for professional development, to enhance her understanding further. n The childminder provides children with a curriculum that prepares them for their

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need to do better?

next stage in learning. For instance, she recognises that some children are getting ready to walk. The childminder plans opportunities for children to gain the skills they need. She supports children to stand as they place large blocks on

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need to do better?

21 July 2025 top of each other. This helps children to strengthen their core muscles and promotes stability in readiness for walking. Overall, the childminder provides opportunities that children enjoy. However, at times, she does not recognise children's individual learning styles and interests and instead, occasionally, diverts children's play. This has a minor impact on children's engagement in play. n The childminder promotes children's communication and language skills well. She models clear and consistent language and sings familiar songs and rhymes. Young children begin to repeat the words that they hear, such as 'wow' and 'more'. This helps them to develop their skills to communicate and express themselves. n Children enjoy exploring with their senses. They use their fingers to touch and feel textures, such as wet and dry oats. The childminder plays alongside children as they explore. She lifts the oats up and trickles them on the children's toes.

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need to do better?

Children giggle and gesture for her to repeat the action, showing joy and excitement. The childminder provides children with a range of interesting resources for them to explore. Children handle whisks and small containers that they use to scoop and pour. This helps them to gain control and coordination in using their hands. n The childminder establishes strong partnerships with parents. She keeps parents well informed about children's learning and care. For example, through daily photographs, discussions and sharing information from children's assessments. The childminder provides parents with ideas to support children at home. For instance, to help children to begin to feed themselves. This helps to ensure that children benefit from a consistent approach to learning. n Children have plenty of time playing outdoors and going on outings. They have recently enjoyed a trip to watch the aeroplanes take off and land. These

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need to do better?

experiences help to broaden children's understanding of the world around them and builds up their confidence in social situations.

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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 develop a focused plan for professional development to help to enhance understanding of child development further n consider the unique learning styles and interests of all children when planning opportunities to help to enhance children's engagement to the highest levels.

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Setting details

Unique reference number 2818704 Local authority Halton Inspection number 10410722 Type of provision Childminder Registers Early Years Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2025 and lives in Widnes, Cheshire. She operates from 8.30am to 5.30pm, Monday to Friday, all year round.

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Inspection activities

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 The inspector observed the interactions between the childminder and the children. n The childminder provided the inspector with a sample of key documentation on request. n The inspector viewed written feedback provided by parents prior to the inspection and took account of their views. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The childminder spoke to the inspector about children's learning and development.

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Inspection activities

21 July 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

21 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

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

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