Childminder in Liverpool

Inspection date

Previous inspection date 19 September 2016 20 April 2015

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This inspection: Good 2

Previous inspection: Requires Improvement

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder reflects well on her practice and has made the required improvements since her previous inspection. She effectively ensures that she meets all requirements and has successfully improved the quality of the provision. The childminder considers the views of parents and children when making any changes.  The childminder's home is safe, warm and welcoming. She provides a good range of resources, helping to promote children's learning. Children are happy and form strong attachments with the childminder. They receive praise for their achievements which supports their confidence and self-esteem.  The childminder makes detailed observations and assessments of children's learning. She uses the information from these well to plan suitably challenging activities and experiences, inspiring and motivating them to learn. Children make good progress.  Partnerships with parents are good. The childminder gathers detailed information from

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This provision is good

them before their child starts. She continues to share regular information with parents and they actively contribute to planning for their children's future learning.  The childminder accesses regular training to help keep her knowledge up to date. She sources specific training that is of direct benefit to children in her care. For example, she has recently undertaken a specialised clinical course to help children manage and monitor their health.

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It is not yet outstanding because:

 The childminder does not make the most of her tracking systems to ensure that she accurately identifies any areas where a child may benefit from extra support.  The childminder does not provide enough opportunities for children to do things for themselves to help promote their growing independence skills to the highest level.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 refine the ways in which children's progress is monitored and tracked to aid the sharper identification of any emerging gaps or acceleration in their learning and development  provide even more opportunities for children to do things for themselves that further promote their growing independence skills.

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Inspection activities

 The inspector looked at the areas of the premises that are used for childminding, including the outdoor area.  The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector completed an evaluation of an activity with the childminder.  The inspector checked evidence of the suitability of the childminder and other adults working on the premises.  The inspector looked at relevant documentation, such as evidence of qualifications, training certificates, risk assessments and looked at a sample of the childminder's policies and procedures.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder is aware of the signs and symptoms of abuse. She knows the procedure to follow should she have any concerns about the welfare of a child in her care. She has a good range of policies and procedures in place which she uses well to help keep children safe. The childminder undertakes regular risk assessments of her home and on outings. Children learn to keep themselves safe. For example, they help to tidy away resources when they have finished playing with them to avoid trip hazards. The childminder oversees her assistant's teaching to help improve the continued quality of her practice. She forms good partnerships with other settings where children also attend. Regular two-way flow of information is shared about children's development to help promote consistency in their care and learning.

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Quality of teaching, learning and assessment is good

The well-qualified childminder follows children's individual interests very well. They enjoy her valuable interactions and children pretend to take dolls for a walk to the park in toy pushchairs. The childminder places a good emphasis on promoting their developing speaking and counting skills. For example, children eagerly join in with a matching game. They correctly place pompoms onto corresponding coloured circles on a picture of a caterpillar. Children count the pompoms as they line them up on the card. The childminder consistently talks to children as they play. She gives them time to think and respond to the well-timed questions she asks. Children listen well and repeat the words that are spoken, such as fluffy and squashy.

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Personal development, behaviour and welfare are good

Children settle quickly into the childminder's care. She offers flexible settling-in sessions that closely meet their emotional needs. The childminder is a good role model. She uses clear, calm and consistent strategies for behaviour. Children behave well, share and take turns. Children are encouraged to lead healthy lifestyles. For example, the childminder provides nutritious, home-cooked meals and fresh fruit for snacks. Children learn about the importance of washing their hands before eating. They enjoy regular fresh air and exercise. For example, the childminder takes them out regularly to visit local farms, play centres and country parks. This helps to promote children's social development and broaden their understanding of the diversity of the world around them.

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Outcomes for children are good

Children make good progress from their individual starting points. They develop a firm sense of belonging and show good levels of interest in what is provided. Children become deeply engaged as they count bracelets placed on a stacking pole. They confidently ask the childminder if they can play with bubbles. Children shout out pop and squeal with delight as they blow and chase the bubbles. They engage well and have positive attitudes. Children are developing the key skills required for the next stage in their learning and the eventual move on to school.

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Setting details

Unique reference number 322215 Local authority Liverpool Inspection number 1050937 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 12 Number of children on roll 6

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Name of registered person

Date of previous inspection 20 April 2015

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Telephone number

The childminder was registered in 1993 and lives in Wavertree, Liverpool. She operates all year round from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3 and occasionally works with an assistant.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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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Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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