Childminder EY290674

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

p.1

The provision is good

Children have secure attachments with the enthusiastic and nurturing childminder. This helps children to feel safe, happy and secure. Children display positive attitudes to their learning. They enjoy the childminder's interactions during activities. For example, the children concentrate as they attempt to release minibeasts trapped in ice. The childminder is a good role model. She stays close and is clear with her expectations of behaviour. The childminder gives gentle reminders to the children to share and take turns. Children receive lots of praise and encouragement throughout their day. This impacts positively on their confidence, self-esteem and personal development.

p.2

The provision is good

The childminder's curriculum focuses on the prime areas of learning. She follows children's interests and experiences from home to support the development of topics such as minibeasts. She takes children on regular outings to places, such as a butterfly house. Children's interests are ignited by outings. Their knowledge and enthusiasm emerge in their play and language. Children remember what they have learned, ask questions and create their own caterpillar pictures.

p.2

need to do better?

n Overall, the curriculum for communication and language is implemented well. Older children develop their language skills and communicate with confidence. The childminder models good language and asks open-ended questions, prompting older children's thinking. Children thrive as they engage in back-and- forth conversations with the childminder about their holiday on an aeroplane. However, sometimes, the childminder does not adapt her interactions to support younger children's language. This does not help children to learn new words quickly. n Children develop their social skills well. Older children act as positive role models for younger children. They are often heard inviting the younger children to join in with their activities. This helps children to foster mutual respect for others. Children understand what is expected of them and demonstrate good behaviour. n The childminder supports children's mathematics skills well. She weaves

p.2

need to do better?

mathematics throughout daily routines, which results in children beginning to use numbers in their own play. The childminder helps children to learn language to describe size, such as 'big' and 'small', while they enjoy mark making at the creative table. Children are making good progress in this area of learning. n The childminder uses her experience and knowledge of children's development to plan well for their learning needs. She has an accurate understanding of children's interests and achievements through her observations and information from parents and carers. However, sometimes, the childminder does not match activities precisely enough to children's individual needs to support their full

p.2

need to do better?

11 September 2025 potential. For example, at times, children struggle to use scissors independently to cut paper and choose to tear the paper with their hands. n The childminder gives children plenty of opportunities and time to develop their self-care skills from an early age. For example, children practise putting on waterproof suits ready for outdoor play. The childminder teaches babies how to wash their hands. Children pour their own water and learn to cut their fruit with a child-sized knife. This helps prepare children for when they move on to school. n Children follow good hygiene routines. At snack time they choose from a wide variety of fruit, which they recognise from a favourite story about 'The Very Hungry Caterpillar'. Outside, children run, climb and balance on bikes. Children are developing the skills needed to live a healthy lifestyle. n Children's fine motor skills are well developed. For example, the children roll and

p.2

need to do better?

squeeze dough, chop fruit and paint pictures using paint brushes. These activities help to develop the muscles in the children's hands in preparation for early writing. n The childminder plans professional development opportunities to help to strengthen her skills. For example, she has recently attended training to consider how to support children with autism. The training opportunities for the childminder help her teaching skills to develop over time, as she supports the needs of the children and families. n The childminder forms strong partnerships with parents and, as a result, they often return with siblings. The childminder keeps parents well informed about their children's learning and development. For example, she shares information in a variety of ways, including face-to-face discussions, photos and in a daily diary. This enables parents to continue their children's learning at home.

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 interests first.

p.3

should:

n engage younger children more frequently into conversations to enable them to practise and extend their language skills n plan and implement activities more carefully to consistently match children's skills, knowledge and understanding.

p.3

Setting details

Unique reference number EY290674 Local authority Halton Inspection number 10410077 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 5 Number of children on roll 5 Date of previous inspection 7 February 2020

p.4

Information about this early years setting

The childminder registered 2004 and is located in Widnes, Cheshire. She operates from 7am to 5pm on Monday to Friday. She operates all year round, except for family holidays. The childminder holds an appropriate childcare qualification at level 3.

p.4

Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises her 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 that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector.

p.4

Inspection activities

11 September 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.

p.4

Inspection activities

11 September 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6