Jackson, Gail

Inspection date 13 December 2018 Previous inspection date 7 May 2015

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n The childminder provides a warm, welcoming environment, which offers children an extensive variety of resources. The extraordinary outdoor area allows children to engage creatively. For example, children have access to explore a sensory room within a large shed, a mud kitchen and a heated wooden yurt-style hut. n Partnerships with parents are good. The childminder effectively informs parents about their children's progress and the next steps within their learning and development. n The childminder is a caring and positive role model. The children demonstrate that they are happy, confident and comfortable in her care. For example, they independently select and use resources well and clearly understand the routines that are in place. n The childminder completes regular observations and assessments of children's learning and development. She uses this information to create flexible planning based around

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This provision is good

children's interests. n The childminder has efficient systems in place to identify and address gaps in children's learning. n Although the childminder successfully reflects on her own practice, she does not fully focus on evaluation systems that involve the views of the parents, to help her make wider improvements to her service.

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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

n develop more effective evaluation methods to include the views of parents, to help extend the improvements to the provision.

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What the setting needs to do to improve further

Inspection activities n The inspector took into account the views of the parents through their written feedback. n The inspector observed the quality of teaching and learning during activities and assessed the impact this has on children's learning. n The inspector completed a joint observation of an activity with the childminder. n The inspector spoke with the childminder, co-childminder and the children at appropriate times during the inspection. n The inspector sampled relevant documents, such as paediatric first-aid certificates and suitability checks for people living in the household.

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Effectiveness of leadership and management is good

The childminder and co-childminder have effective supervision and monitoring systems in place, for themselves and their assistant. They regularly reflect on their own practice and highly value the input and support they offer one another, to improve practice, which contributes to a positive impact on the provision. The childminder has clear ambitions for professional development. For example, children's interest in outdoor learning has established her interest in forest school training. Safeguarding is effective. The childminder has a good knowledge of different signs of abuse and understands the necessary procedures to follow if she has concerns regarding a child's safety and welfare. She carries out regular safety checks to ensure maximum safety of the children as they play.

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Quality of teaching, learning and assessment is good

The childminder skilfully extends children's thinking skills. She carefully asks questions and waits appropriately for children to answer. The childminder is enthusiastic in her teaching methods and successfully engages children in fun learning experiences. For example, she reads Christmas stories and encourages children to hold discussions about the pictures and words they see. She extends their knowledge about the wider world and introduces new words, such as igloo. The childminder develops children's early writing skills in imaginative ways to motivate them when making marks. For example, a Santa's workshop role-play area encourages children to write labels and use sugar cubes to make marks in the play dough. The childminder teaches children about diversity and incorporates inclusion, so children learn about similarities and differences in others.

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Personal development, behaviour and welfare are good

Children are extremely independent and are highly motivated to learn. From an early age, they learn skills to help them care for themselves. For example, when children are thirsty, they access their own cups from a cupboard and help themselves to water from the dispenser on the fridge door, placing the cup in the sink when they have finished. The childminder has clear expectations for good behaviour and calmly reminds children the importance of listening and waiting for their turn when they talk. Children have fantastic opportunities to enhance their physical development when exploring play equipment in the outdoor area.

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Outcomes for children are good

Children engage well, developing good mathematical language during activities. They demonstrate confidence in counting and using size language during their own play. Children receive good support from the childminder, helping to prepare them well for future learning. For example, they are encouraged to reflect on what their favourite part of a story is, which helps to develop effective listening and concentration skills. Children make good progress for their age and stage of development.

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Setting details

Unique reference number EY411118 Local authority Knowsley Metropolitan Borough Council Inspection number 10070865 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 4 Total number of places 12 Number of children on roll 19 Date of previous inspection 7 May 2015

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Registers

The childminder registered in 2010. She works with another childminder and an assistant at her house in Huyton. The provision operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 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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Registers

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Registers

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Registers

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Registers

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

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