Childminder in Sefton

Inspection date 4 February 2019 Previous inspection date 22 June 2016

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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 creates a warm and welcoming provision. Children are happy and thrive in the company of the childminder. This secure bond helps children to make positive next steps in their learning and development. n The childminder recognises the importance of keeping parents involved in the learning and development of their children. Parents comment on how happy they are with the level of care their children receive. They share examples of how they use advice from the childminder to continue learning in the home. n The childminder maintains close links with a network of childminders. She uses this support to continuously review her practice and to share ideas and information. n The childminder uses observation effectively to swiftly identify the strengths and areas for development of children. She identifies gaps in learning quickly and puts interventions in place to help children to progress. n The childminder ensures that her premises are safe and secure. She regularly carries

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This provision is good

out risk assessments of the environment to minimise hazards. n The childminder does not prioritise ways to further enhance her current level of knowledge and understanding, to extend her teaching skills to an even higher level. n The childminder has not organised the environment in a way that allows children to make the most use of the resources available.

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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 focus more sharply on developing a programme of professional development, to help raise the quality of teaching to an even higher level n develop the organisation of the environment to ensure that children are given even more opportunities to fully utilise the play resources on offer.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching and assessed the impact this has on children's learning and development. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held discussions with the childminder. She looked at relevant documentation and evidence of the suitability of the childminder. n The inspector spoke to children throughout the inspection. n The inspector took account of the views of parents through reading the written feedback provided.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder shows a clear knowledge of potential signs that may indicate that a child is at risk from harm. She accurately follows the procedures in place should a concern arise. The childminder also discusses the need to be aware of children and families who may be vulnerable to extreme views or ideas. She uses her observations of children alongside the views of parents to review what works well and what can improve. The childminder values effective information-sharing to meet the individual needs of children. She encourages parents to share progress checks of their children with the relevant professionals. This allows for a more joined-up approach in supporting the care and learning needs of children.

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Quality of teaching, learning and assessment is good

The childminder actively participates in play with the children she cares for. She has high expectations of the abilities of children and helps promote a can-do attitude. Children spend time making creations with the play dough, and they discuss the shapes and sizes they make. The childminder gets down to their level and uses effective questioning to encourage children to explore and problem-solve. The childminder notes the interests of children and uses them, alongside observation, to plan next steps that will motivate and interest them. She models clear language at all times and encourages children to talk. Children sit with the childminder and explore recent photographs of day trips they have been on together. They talk at length about going to the museum and digging sand on the beach.

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Personal development, behaviour and welfare are good

The childminder consistently models positive behaviour. Children are aware of boundaries and are encouraged to think about their actions and make informed choices. The childminder's strategies help children to be polite and kind to one another. The childminder is sensitive to the needs of children, particularly with significant events in their lives, such as the birth of a new baby. She uses clear communication with parents to support children effectively. Children are encouraged to exercise their independence. The childminder recognises the need for children to be healthy and active. Children have access to the outdoors daily. The childminder uses local parks and playgroups to ensure children have the opportunity to socialise and be physically active. Children are provided with healthy snacks and home-cooked meals. They visit a local allotment where they help to plant vegetables and watch them grow.

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Outcomes for children are good

All children show good progress from their starting points. They pick their favourite stories and share them with the childminder. Children talk about the pictures and make links to their world. They begin to understand that print carries meaning. Children are highly motivated and eager to learn. They spend sustained periods engaged in play. Children are respectful and play in harmony together. The older children show patience with younger children and help them to engage in play. Children are developing good basic skills that will support later learning.

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Setting details

Unique reference number EY364228 Local authority Sefton Inspection number 10074024 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 1 - 4 Total number of places 6 Number of children on roll 6 Date of previous inspection 22 June 2016

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Registers

The childminder registered in 2007 and lives in Bootle. She operates all year round, from 7.30am to 5.30pm from Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two- and three-year-old children.

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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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