Childminder 304130

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 provides a welcoming and interesting environment for children to explore. She promotes children's independence and their confidence to try new experiences. Children are happy and keen to explore the resources the childminder makes available. In the outdoor area, children enthusiastically feed the fish and water the plants. These experiences help children to develop respectful attitudes. The childminder helps children to develop positive relationships with each other. Children play well with their friends. The childminder reinforces boundaries and her high expectations for children's behaviour. Children use good manners. Older children are keen to help their younger friends. Children receive meaningful praise from the childminder. This supportive approach helps children to behave well and to feel proud when they achieve a new skill.

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The provision is good

The childminder uses her knowledge of children's previous learning to provide a targeted and fun curriculum. Children enjoy learning and make good progress from their starting points. The experienced childminder confidently identifies what children need to learn next. Overall, she helps children to develop the vital skills they need in preparation for their future learning. Older children confidently attend to their personal needs. They pour their own water to drink and confidently open packets in their lunch boxes. Younger children choose the toys they want to play with. They are extremely independent and know how to ask for help when needed. The childminder helps children understand the world around them. Children show an excellent knowledge of nature and explain, 'butterflies live here, they like to eat these plants.' The childminder helps children to learn about scientific concepts that broaden their understanding.

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need to do better?

n The childminder monitors children's progress and uses the information to identify any gaps in children's development. She seeks the advice and support of outside agencies, when required, to help ensure that each child makes good progress from their individual starting points. n The childminder talks to children as they play. She uses a range of language and makes eye contact with children to help develop their communication skills. The childminder describes what she is doing and labels objects. Children listen intently as the childminder uses descriptive words and good sentence structure. They use new words in their play. n The childminder updates her skills and knowledge regularly. She participates in regular professional development activities. The childminder has learned about how young children develop and how to plan an exciting curriculum. Children follow their interests and the childminder identifies learning opportunities for

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need to do better?

children. However, occasionally, the childminder does not adapt her teaching to

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need to do better?

13 August 2025 fully reflect the different ages and stages of development of children. At these times, some children lose interest in the experiences on offer. n Children spontaneously pick up books, which are easily accessible throughout the environment. They enjoy a broad array of both fiction and non-fiction books. Children handle books with confidence, turning pages to look at the illustrations. They listen intently to a range of exciting stories. The childminder supports children to develop a love of reading from a very early age. n The childminder plans the curriculum to develop children's physical skills. Children have access to an outdoor area in which they can develop their coordination and engage in opportunities, such as throwing and jumping. They pour water from jugs and use these to fill up buckets. These experiences help children to develop their strength and coordination. n Partnerships with parents are mostly effective. Parents speak highly of the

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need to do better?

childminder. They receive a wide range of information and tools to help them continue their children's learning at home. For example, the childminder provides support with different aspects of development, such as healthy diets and toilet training. That said, the childminder does not always gather information from parents at drop off to enhance her understanding of children's routines. This causes some interruptions to children's learning as the childminder spends time, later on, contacting parents to gain this information. n The childminder provides a range of opportunities that children may otherwise not experience. Children point to photos on the wall and recall their trips to the zoo, museums and country walks. Opportunities such as these help children to gain an understanding of the world around them.

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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 strengthen the implementation of the curriculum to help to consistently meet the learning needs of all children n gain information from parents on arrival each day to help take account of changes to children's routines in a timely manner.

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Setting details

Unique reference number 304130 Local authority Cheshire West and Chester Inspection number 10398659 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 8 Date of previous inspection 5 November 2019

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Information about this early years setting

The childminder registered in 1991 and lives in Chester. She operates all year round, from 7.30am to 6pm Monday to Wednesday. The childminder works all week with school-age children, 7.30am to 6pm, except for bank holidays and family holidays. The childminder does not provide funded early education for two-, three- and four-year-old children.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises the early years provision, including the aims and rationale for the curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector considered views of parents and children during the inspection. n The childminder provided the inspector with requested documents.

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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

13 August 2025 13 August 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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