Childminder EY545881

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 happy and enjoy their time with the childminder. They have warm, nurturing relationships with her, and they seek cuddles and comfort from her as needed. The childminder is responsive to their needs and knows the children well. She gathers information from parents about children's individual routines and follows these to help children settle in. The childminder and co-childminder create a secure, stimulating, homely environment for children.

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The provision is good

The childminder encourages a love of stories and rhyme. She reads books to the children that have ambitious and rich vocabulary. Children enjoy joining in and repeat phrases when talking about a favourite character. The childminder is passionate about supporting children to learn about the natural world around them. Children have daily opportunities to explore the garden, regardless of the weather. The childminder helps children learn about growth, such as sowing seeds and watering plants. Children develop a positive attitude to their learning.

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The provision is good

The childminder helps children to understand their feelings and emotions. Children learn how to manage their personal care routines and gain an understanding of healthy lifestyles. They follow good hygiene routines, such as regularly washing their hands and brushing their teeth, and understand why this is important. The experienced childminder establishes positive partnerships with local schools and other settings that children attend.

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need to do better?

n The childminder supports children's communication and language development well. She encourages children to learn and say a range of new vocabulary, such as 'snowstorm', 'beautiful' and 'river'. She also provides opportunities for children to develop their mathematical language, including practising counting, colours and a range of shapes. This encourages children to develop their vocabulary and improve their communication skills. n The childminder supports children to understand the boundaries and expectations of the setting. She encourages the children to share and take turns. For example, while making a robot out of bricks, the children enjoy sharing the blocks into equal amounts. They learn how to play together and manage their own feelings and emotions. n The childminder understands that it is important for children to lead healthy lifestyles. She teaches children about hygiene and how to make sure that they

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need to do better?

are safe from germs. The childminder gives clear messages to the children on the importance of eating nutritious and healthy foods. She and the co- childminder ensure that children have access to a well-balanced diet. n The childminder knows the children very well and has a good understanding of

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need to do better?

30 July 2025 child development. She has high expectations and works closely with her co- childminder to assess the progress that children make. However, curriculum planning for younger children does not focus precisely enough on the specific skills that encourage engagement and extend their learning. n The childminder understands that it is important for children to learn about other people. She is inclusive in her practice and ensures that she celebrates the differences between children in the setting. The childminder plans a range of opportunities for children to understand the lives of other people. This helps to promote children's tolerance and respect for others. n The childminder supports children's readiness for school. Children are encouraged to dress themselves and put on their shoes. Additionally, older children demonstrate independence by chopping up their own fruit, carrying lunch trays and washing up dishes. These experiences help children to build

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need to do better?

their personal and social skills and gain independence. n The childminder is reflective of her practice. She regularly attends training and shares her knowledge by mentoring other practitioners in the local area. These opportunities demonstrate how the childminder is developing her professionalism and leadership skills over time. This helps the childminder to keep up to date with her professional development and changes in the early years. n Partnerships with parents are strong. Parents value the childminder's experience and the support she gives them. Parents speak highly of the progress their children are making and the ideas the childminder gives them to support their child's learning at home. This ensures parents are well informed about their children's learning and how to support children at home.

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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 adapt activities and learning experiences to meet the needs of younger children and enhance their learning even further.

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Setting details

Unique reference number EY545881 Local authority Halton Inspection number 10398350 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 12 Number of children on roll 16 Date of previous inspection 16 October 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Widnes, Cheshire. She operates all year round, Monday to Friday, from 7.30am to 5.30pm, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 3. She works with an assistant. The childminder provides funded early education for two- and three-year-old children.

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Inspection activities

n The childminder and inspector had a learning walk together and discussed the implementation of the curriculum. n The inspector observed the quality of education during activities, indoors and outdoors and assessed the impact on children's learning. n Children spoke to the inspector throughout the inspection. n The inspector carried out joint observations with the childminder. n The inspector reviewed relevant documentation including risk assessments and evidenced the suitability of staff working in the setting. n Parents shared their views about the childminder with the inspector.

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Inspection activities

30 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

30 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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