Reilly, Catherine Elizabeth

Inspection date 27 February 2019 Previous inspection date 7 July 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 Partnerships with parents are very good. The childminder involves parents in their children's learning and offers ideas about how to support and complement children's learning at home. For example, the childminder encouraged parents whose children are not keen to get paint on their hands to take part in activities such as baking or gardening. n The childminder supports children to take part in charity events, such as sponsored walks. This helps children to learn about fundraising for people who live in other countries. Children enjoy outings to the beach, the zoo and go on woodland walks, where they learn about the natural world. n The childminder monitors children's progress effectively. She plans for each child's individual next steps in learning and children make good progress in their development. n The childminder is calm, patient and caring and children feel safe and secure in her company. She knows children very well and they form strong attachments to her.

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This provision is good

n All the recommendations raised at the previous inspection have been addressed. An action plan is in place to help the childminder to focus on what improvements she wants to make to her provision, to continue to improve outcomes for children. n The childminder does not help children to fully think through alternative solutions to simple problems they encounter.

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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 support children more effectively to think through what else is possible, before offering an alternative solution.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector spoke to children during the inspection. n The inspector took account of the views of parents through written feedback provided.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a suitable awareness of child protection and the signs to be concerned about in relation to a child's welfare. She has attended recent safeguarding training and knows how to refer any concerns she may have. The childminder visually assesses her premises and minimises any risks to children prior to them arriving. She attends training to help to improve outcomes for children. For example, she attended a course to seek further ways to support children's communication and language development. She shared ideas from the course with parents to better aid children's development in this area of learning.

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Quality of teaching, learning and assessment is good

The childminder uses the information she gains from her observations of children's play to plan for children's next steps in learning. She adapts the activities provided well so all children can take part. For example, when the childminder starts the bubble machine, she encourages younger children's language development as they say, 'Pop'. She encourages older children to catch the bubbles with a cup. The childminder introduces positional language and the language of size into activities as children play. For example, she talks about the bubbles going up and down and asks children to look at which is the smallest. This helps children to develop their early mathematical skills. Older children's vocabulary is extended as the childminder introduces new words, such as 'walrus' as children play with the toy animals. The childminder models the correct pronunciation of words, so that younger children are able to repeat these appropriately.

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Personal development, behaviour and welfare are good

The childminder provides healthy food options for children and they choose what they would like for snack from the fresh fruit available. She takes into account children's dietary needs and any allergies. The childminder supports children to be respectful towards each other and encourages them to share and take turns. For example, she asks children to think about making the right decision when one child takes an object from another child. Children take part in activities to raise their awareness of other cultures. During the festival of Chinese New Year, children made a Chinese dragon and ate Chinese noodles. The childminder uses spontaneous opportunities to help children to learn about keeping safe. For example, if children want to go out of the playroom, the childminder explains that she will be unable to see if they are safe if they close the door.

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Outcomes for children are good

Children make good progress in their learning from their starting points. They gain the key skills needed to be ready for school. They begin to recognise their names and the names of their friends. They are developing their growing independence as they serve the fruit at snack time and attempt to put on their own coats and shoes before going outdoors. They develop their physical skills well as they prod, roll and cut the play dough. They talk about the colour of the play dough and persevere as they try to cut it up into smaller pieces.

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Setting details

Unique reference number EY442355 Local authority Wirral Inspection number 10075086 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 - 8 Total number of places 6 Number of children on roll 0 Date of previous inspection 7 July 2016

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Registers

The childminder registered in 2012 and lives in Higher Bebington, Wirral. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for 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

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

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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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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