Childminder 502449

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 benefit from warm interactions and secure relationships with the childminder. The childminder takes time to help children settle into the setting. This includes offering reassurance when children appear tired or are quiet. Children feel secure in the childminder's care and form strong attachments with her. Children's emotional well-being is supported effectively. Children engage in opportunities where they explore their feelings. They use role play experiences, such as engaging with kitchen equipment and dolls, to express themselves. Children show enjoyment and are confident in their play. Children's physical well-being is enhanced. Children enjoy visits to local parks, where they climb steps, cross bridges and use a fireman's pole. Children develop strength and confidence in the things they are able to do.

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The provision is good

Children benefit from a curriculum that helps them to make good progress in their learning and development. They learn about nature through visits to the farm, where children feed animals and learn their names. Children build vocabulary and develop an understanding of the natural world. They develop positive attitudes towards their learning. The childminder offers praise during activities, such as when children build with bricks. Children show curiosity and interest in their play.

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need to do better?

n The childminder participates in training to help her improve her interactions with children. She has undertaken courses on child development. She has used her learning to make changes to her practice, such as explaining to children what will happen next in the routine of the day. This means that children are better prepared for the next experience. n Children benefit from a wide range of activities and experiences. They develop knowledge and skills across all areas of learning. Children sort shapes out and fit them into the correct holes in their toy. They count the number of buttons on their clothes. Children are engaged and prepared for their next stage in learning. n Children are growing in independence. They build confidence in their own abilities as they walk longer distances. Children use their decision-making skills as they make choices about the things they want to play with. They are self-

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need to do better?

assured and confident to try out new things. n Expectations for children's behaviour are not always consistent. Children are sometimes told what not to do without being offered a clear alternative action. Children are told not to throw objects, however, the childminder playfully throws pretend oranges. This confuses children and limits their understanding of appropriate behaviour. n The childminder has sequenced her curriculum for communication and language effectively. She uses words repeatedly and talks to children about things they

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need to do better?

16 September 2025 can see, such as trees blowing in the wind. Children make connections between words, objects and actions and develop their understanding of language. n The childminder builds good partnerships with parents and carers. She updates them daily on children's care and education. The childminder makes suggestions for children's home learning, such as singing nursery rhymes. Children benefit from consistent support between home and the childminder. n The childminder teaches children about life in modern Britain. She uses books and dolls to teach children about different cultures. She talks to children positively about people with disabilities. Children learn to respect differences and show kindness. n Opportunities to extend learning during spontaneous play are not always used. For example, when children show interest in using a brick as a phone, the childminder does not build on this by teaching them how phones work. This

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need to do better?

limits children's ability to deepen their understanding and develop imaginative skills. n The childminder has developed a secure curriculum to enhance children's physical development. Children build with different types of bricks and practise balancing them on top of each other. Children develop hand-eye coordination and precision in their small physical movements.

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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 consistency of behaviour guidance to further help children understand what is expected from them n enhance the use of spontaneous play opportunities to extend children's learning and deepen their understanding.

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Setting details

Unique reference number 502449 Local authority Warrington Inspection number 10398477 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 5 Date of previous inspection 24 October 2019

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Information about this early years setting

The childminder registered in 2001 and lives in Warrington. She operates from 7.30am to 5pm, Monday to Wednesday, all year round. The childminder has a relevant qualification at level 3. She provides government-funded childcare.

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Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the curriculum. n Children spoke to the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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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

16 September 2025 16 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.

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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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