Childminder in Liverpool

Inspection date

Previous inspection date 4 October 2017 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 has worked hard to address the actions raised at the previous inspection, to make changes to improve the provision. She now completes regular assessments of children's learning and tracks their progress towards the early learning goals. Children make good progress from the outset.  Children settle quickly and show that they are happy. They form strong bonds with the childminder who is very attentive to their individual needs.  Children enjoy taking part in a variety of experiences that the childminder provides. They join in with activities with enthusiasm and are motivated to learn. The childminder gets to know children very well and has a good understanding of their individual interests and abilities.  The childminder forms strong relationships with parents. She works with them very closely and keeps them well informed. The childminder provides regular updates about children's achievements and suggests activities to continue children's learning at home.

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This provision is good

 The childminder evaluates what goes well and where improvements can be made to benefit children. She shows a good commitment to continual improvement.

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It is not yet outstanding because:

 The childminder does not focus her professional development sharply enough on raising the quality of her teaching to the highest level.  At times, the childminder does not give children enough time to respond to questions and develop ideas for themselves.

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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

 focus professional development more sharply and precisely on raising the quality of teaching to the highest level  enhance teaching skills and give children even more time to develop ideas for themselves to challenge their good thinking skills even further.

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Inspection activities

 The inspector looked at the areas of the premises that are used for childminding.  The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector completed an evaluation of an activity with the childminder.  The inspector discussed self-evaluation, risk assessments and the childminder's policies and procedures. She checked evidence of the childminder's suitability, qualification and training certificates.  The inspector spoke to the childminder, children and some parents during the inspection and took account of their views. She took account of the views of parents from written feedback they had provided.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a clear understanding of how to recognise signs and symptoms of abuse or neglect. She knows what to do should she have any concerns about the welfare of a child. The childminder updates her knowledge of child protection regularly and knows how to identify children who may be at risk from extreme behaviours or views. The childminder has detailed policies and procedures in place that she uses well. She regularly assesses the risks in the environment and ensures that children have a safe place to play, both in her home and on outings. The childminder works very effectively with parents to identify and meet children's needs, particularly when children have very specific medical needs.

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Quality of teaching, learning and assessment is good

The well-qualified childminder organises her home well and provides various toys that help children to freely make choices in their play. She supports children's early mathematical learning well. For instance, the childminder models counting, talks to children about size and shape and uses positional language. Children enjoy interacting with the childminder and take part in musical activities. For example, babies discover that they can make sounds as they bang sticks on a wooden drum. Young children learn how to blow on a whistle and realise that when they blow harder, the sound becomes louder. This helps children to develop their creative and physical skills. All children are engaged and interested to learn.

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Personal development, behaviour and welfare are good

The childminder gathers information from parents about what children know and can do before children start and provides flexible settling-in sessions. She invites parents to join her in planned outdoor activities in the community, such as at the park and at playgroups. This helps the childminder get to know children well and effectively meet their care and learning needs. These regular outings also help children to develop good social skills and to gain an understanding of the wider world. The childminder promotes healthy lifestyles well. For example, she provides children with healthy and nutritious, homemade meals that children enjoy, such as pasta and meatballs.

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Outcomes for children are good

All children are working within the expected levels for their age. They are very confident to speak to visitors in new social situations and show that they feel secure in the childminder's care. Children demonstrate a positive attitude towards learning and behave well. Babies and young children independently feed themselves at snack time. They play well together, sharing and taking turns. Babies and young children listen attentively to stories and enjoy pressing buttons on interactive books. They move their bodies in time to music and attempt to sing along, using their good early speaking skills. All children develop the key skills required for future learning and school.

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Setting details

Unique reference number EY390939 Local authority Liverpool Inspection number 1097964 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 7 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 20 April 2015

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Telephone number

The childminder registered in 2009. She operates all year round from 7.45am to 5.15pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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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

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Telephone number

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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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