Childminder

Childminder

Unique reference number (URN): 2737854 Registered with Ofsted: 14/07/2023 Registers: EYR, CCR, VCR

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is impeccable because the childminder's expectations are clear and consistent. The childminder teaches children about emotions and feelings in age- appropriate games. Children share, take-turns and show impressive empathy for their peers. For instance, together everyone helps to tidy away toys, working collaboratively in an extremely respectful manner.

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Behaviour, attitudes and establishing routines Strong standard

The childminder actively encourages children to try their best and have a go. When children face difficulties, they do not give up. Their exemplary perseverance is rewarded by the childminder's animated praise and enthusiastic encouragement as she claps and cheers them on. Children are highly self-assured, confident and happy.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with parents. She encourages regular and punctual attendance by explaining to parents the importance and value of this. The childminder's strong and competent approach to promoting attendance impacts positively on children's development because they are consistently present and ready to learn.

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Achievement Expected standard

Children confidently share their ideas and join in conversations. Younger children enjoy singing and listening to stories, both of which help to extend their vocabulary and language skills. Children achieve highly in their physical skills because the curriculum supports them to practise and master their skills in this area very well. Older children run, hop and jump with ease. Babies pull themselves up to standing position, developing their core strength. Children navigate different walking surfaces, such as slopes in the garden. They are challenged to walk backwards, during which they demonstrate impressive coordination.

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Achievement Expected standard

Children are excited about 'big school' and have acquired a range of key skills and personal qualities to help them to thrive when they move on to the next stage in their learning. For instance, they independently locate their belongings and feed themselves at mealtimes. The childminder fosters children's confidence in readiness for school.

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Children's welfare and wellbeing Expected standard

Children are happy, content and enjoy attending this home-from-home setting. The childminder is incredibly warm and friendly and she creates a welcoming and relaxed atmosphere. Children are treated as part of the childminder's extended family and are offered plenty of affection. This reassures children, who show a sense of belonging and self- esteem.

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Children's welfare and wellbeing Expected standard

Children enjoy daily fresh air and exercise. The childminder plans many activities outdoors, such as exploring forests and recreational spaces, to promote children's good physical health. The childminder's teaching helps children to understand healthy personal care routines from an early age. Children learn about their oral hygiene through age-appropriate play, toys and activities. Children understand when and how to wash their hands to keep themselves healthy.

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Children's welfare and wellbeing Expected standard

Mealtimes are a social occasion and eating together successfully reinforces children's relationships with their peers. Babies and older children alike have good appetites and enjoy trying new foods. The childminder plans a nutritious menu and babies are offered suitable weaning foods. Children's good health is well promoted at mealtimes.

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Curriculum and teaching Expected standard

The childminder understands her role to teach, inspire and extend children's knowledge and skills. She prepares a challenging and fun curriculum covering all areas of learning. The childminder actively joins in children's play and makes subtle suggestions to extend their learning. She reads to children in an animated way and uses differing tones to bring characters in books to life. This expressive teaching helps to extend children's early literacy skills and love of books. Sometimes, the childminder does not ensure her teaching enables all children of different ages to participate fully.

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Curriculum and teaching Expected standard

The childminder takes time to observe children's special and notable achievements. She has an accurate and detailed understanding of children's abilities and interests. She uses this knowledge to focus her teaching and narrow children's gaps in learning. The childminder supports children's language development well. She asks lots of questions and engages children in conversations during play. Children are eager to share their ideas, which are listened to and valued by the childminder. The childminder prioritises children's social and emotional development. Children understand how to treat others with respect because they witness this daily through the childminder's kind and caring approach.

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Inclusion Expected standard

The childminder understands the different needs of all children who attend. Her frequent observations help to create an accurate picture of children's ever changing abilities and skills. She uses this knowledge to provide targeted teaching that is appropriate to each and every child. The curriculum is carefully tailored to every child's different abilities, enabling everyone to progress at their own pace. Each child's unique personality and interests are incorporated into the varied programme of play. Quieter children play alongside more confident children and everyone's voice and opinions are equally valued. This helps to develop children's confidence through inclusive and fair play.

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Inclusion Expected standard

The childminder asks for help, support and advice from a wide range of professionals to meet children's unique needs through her practice. For instance, she works with local teachers and nursery staff to help children make a smooth transition, when they move on to the next stage in their learning.

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Inclusion Expected standard

The childminder understands that every child is different. She teaches children about diversity through books and activities. This helps to extend children's appreciation and awareness of differences between themselves and others. Celebrating uniqueness in this way helps children to become tolerant and develop inclusive attitudes towards others.

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Leadership and governance Expected standard

The childminder is ambitious to provide a high-quality service. She prioritises her training and professional development. To illustrate, the childminder attends face-to-face training sessions, convenient online courses and also reads widely to extend her skills and knowledge. This impacts positively on outcomes for children.

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Leadership and governance Expected standard

The childminder is motivated to be the best she can be and has high expectations for herself. She is conscientious and, in turn, children and families benefit from her aspirations. The childminder reflects on her practice and has some awareness of what she does well, alongside identifying priorities to improve. The childminder does not regularly revisit or refresh her self-evaluation or action plans, to help her to quickly respond to changes in her provision as these arise.

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Leadership and governance Expected standard

The childminder shares frequent updates with parents about their children's progress. She actively encourages parents to continue to support development at home to benefit children through a joined-up and complementary approach to their care and learning.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children enjoy plenty of attention from the kind and caring childminder. They benefit from a home-from-home environment, where they feel safe, secure and supported to thrive, both developmentally and emotionally. Each child's unique and individual personality is nurtured to flourish. Children are confidently independent. For instance, the childminder steps back and allows time for children to put on their coats, hats and boots before playing outside. They complete everyday tasks with ease, such as pouring drinks and preparing fruit at snack time. The childminder gives children frequent opportunities to be independent and have a go, successfully helping children to become self-assured and confident.

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Inspector:

Michelle Jacques The childminder plans and prepares exciting activities to ignite children's curiosity. Children remain busy and enjoy their learning. They develop problem-solving skills as they enthusiastically hunt for hidden sticks in the garden. Children are challenged to count their sticks. They successfully count in sequence and develop their mathematical skills. The childminder introduces new words to extend children's vocabulary. For example, children copy words, such as 'rough' and 'bendy', to describe the key features of their sticks. This simple activity, coupled with quality teaching, helps children to learn new skills in a fun and age-appropriate way. All children make good progress from their starting points, supported by a varied curriculum that is based on foundations of learning through play and exploration.

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Inspector:

Children are sociable and enjoy spending time with their peers. They also mix with others beyond their immediate friendship group during regular outings in the local community. For instance, children enjoy a music and movement class weekly, where they socialise with a range of new friends. Equally partnerships with parents are valued by the childminder, who strives to build positive relationships with home. Parents compliment the childminder on her open communication and high-quality service.

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Next steps

Ensure interactions and teaching consistently enable all children of different ages to join in and participate fully. Extend and embed the existing culture of reflective practice to further develop high-quality teaching and interactions.

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About this inspection

The inspector spoke with the childminder during the inspection.

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About this inspection

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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About this setting

Operating hours: Tuesday,Wednesday,Thursday : 08:00 - 17:30,Friday : 08:00 - 16:30

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About this setting

Local authority: Cheshire West and Chester

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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 .

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Urgent improvement

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Urgent improvement

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

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