Childminder 322225

Inspection date

Previous inspection date 8 June 2018 6 November 2014

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder's home is welcoming, inclusive and well managed. She has a clear understanding of her responsibilities and supervises her assistants well. The childminder has ensured that her assistants have appropriate qualifications and skills to work with young children. Their practice is effective.  Children's behaviour is well supported. The childminder's calm, consistent approach to supporting positive behaviour means that children quickly learn what is expected and how to share popular resources.  The childminder plans for children's learning well. She tracks and monitors their development to identify what they need to learn next and introduces activities and experiences that reflect what children like. This helps to motivate them to take part and supports their overall progress.

p.1

It is not yet outstanding because:

 Although the childminder reflects on planned activities, she does not focus sharply enough on evaluating the overall quality of teaching to target professional development opportunities more effectively.  The childminder does not always make the most effective use of opportunities for children to understand how to look after their bodies, for example, during hygiene routines or as they learn how to use tools,, such as scissors.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 focus more sharply on evaluating the quality of teaching and engaging in targeted professional development to enhance the quality of practice to the highest level  make the best possible use of opportunities to increase children's understanding of how to look after their bodies.

p.2

Inspection activities

 The inspector had a tour of the areas of the premises used for childminding purposes.  The inspector reviewed parents' written feedback.  The inspector observed activities indoors and outdoors. She spoke with the childminder, her assistant and the children at appropriate times during the inspection.  The inspector conducted a joint observation with the childminder.  The inspector reviewed written documentation, including children's records and evidence of the childminder's suitability and qualifications.

p.2

Effectiveness of the leadership and management is good

Partnership working with parents is strong. The childminder regularly shares detailed information with parents about what their child knows and has achieved. Parents comment that their children are thriving in the childminder's care. Safeguarding is effective. The childminder and her assistants have undertaken training to enhance their knowledge and skills with regard to safeguarding and wider child protection issues. The childminder conducts appropriate risk assessments to minimise hazards in the environment and the limit the risk of harm to children as they move around her home and garden. The childminder reflects well on her practice and has identified some relevant targets to enhance the provision. She seeks the views of parents and children to support her evaluation process.

p.3

Quality of teaching, learning and assessment is good

The childminder interacts well with children according to their stage of development. She makes good use of what she knows from observing children and assessing their development to plan interesting activities that they enjoy. For example, older children collect and count leaves from the garden. They enjoy using these to create collages, discussing the colour, shape and amount of leaves they have. Younger children begin to play imaginatively. They like to dress up and use resources, such as telephones, for the correct purpose. Children particularly enjoy listening to stories. The childminder's assistant uses questions to assess children's understanding and encourages them to guess what happens next.

p.3

Personal development, behaviour and welfare are good

The childminder and her assistants have loving, caring relationships with the children. The children are very happy attending this setting and enjoy their time spent with the childminder. Children are encouraged to be independent and make suggestions about what to do next, which supports their self-esteem and engagement. The childminder makes very good use of opportunities to help children value diversity and explore the wider world. For instance, children enjoy going on trips and outings to the park, beach, library and soft-play centre. The childminder's home is clean and, overall, children are encouraged to follow self-care routines independently.

p.3

Outcomes for children are good

Children are well prepared for their next stages of learning and the move to school. Older children proudly identify their own written names, as well as those of their friends. The childminder's assistant challenges the most able children to begin sounding out the letters in basic words. Younger children confidently communicate their needs and preferences, seeking out adult support where required.

p.3

Setting details

Unique reference number 322225 Local authority Liverpool Inspection number 1103740 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 1 - 3 Total number of places 18 Number of children on roll 6

p.4

Name of registered person

Date of previous inspection 6 November 2014

p.4

Telephone number

The childminder registered in 1996 and lives in Childwall, Liverpool. She operates from 8am to 5pm, Monday to Friday, during term time only. The childminder holds an appropriate qualification at level 2. She works alongside two assistants.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

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

p.5

Telephone number

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

p.5