Yvette Monika Walker

Inspection date 18 March 2019 Previous inspection date 19 May 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 is an effective role model. She routinely praises and encourages children as she recognises their achievements. This enables children to develop their sense of self-esteem and confidence. n The childminder has strong partnerships with parents. She promotes a good exchange of information and opportunities for parents to contribute to assessments. She asks them to share information from home. Parents are extremely complimentary about the service. n The childminder has a good knowledge of the children's level of development and next steps in learning. Her assessments of their progress are accurate. Children make good progress from their individual starting points. n The childminder maximises opportunities to develop children's mathematical learning. For example, she encourages children to touch-count groups of toy bees within a game. Children show a good understanding of number and quantities.

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This provision is good

n The childminder works closely with other early years settings that children attend. This helps to promote consistency in children's learning and development. n Occasionally, the childminder does not provide highly effective support for younger children's language development to help them make more rapid progress. n At times, the childminder does not provide children with enough opportunities to practise their self-help skills.

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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 strengthen the opportunities to promote younger children's developing vocabulary and language skills n provide children with further opportunities to practise their self-help skills.

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What the setting needs to do to improve further

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

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder understands her responsibilities to protect children from harm. She knows who to contact should she have concerns about a child's welfare. The childminder keeps her knowledge up to date and completes all mandatory training. Clear risk assessments are in place to help children stay safe in the childminder's home and on outings. The childminder regularly self-evaluates her provision. She demonstrates a good capacity to improve her service. The childminder discusses good practice with other early years professionals to strengthen her knowledge further.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of how children learn. She provides a very child-centred, stimulating and well-resourced environment. Children show high levels of engagement and interest as they play. For example, they delight in wearing animal masks and holding finger puppets as they share key events in a traditional tale. The childminder engages the children very well in developing a passion for books and reading. For example, as she reads she uses a range of voices and tones to differentiate between the different characters. She raises the volume of her voice to create excitement and anticipation. The childminder uses effective questioning as she pauses at appropriate points in stories. This encourages older children to predict what might happen next. The childminder ensures that children receive a variety of experiences, so they can learn about the world around them. For instance, she plans trips out to places

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Personal development, behaviour and welfare are good

The childminder builds very warm, nurturing relationships with the children. She responds positively to children's emotional needs. This encourages their strong emotional attachments to her. For example, children routinely go to the childminder for a cuddle when they feel tired or unsure. They develop their physical skills as they create houses made of sticks and straw. Children behave well and follow instructions. They take turns and tidy away their toys happily. Children benefit from plenty of fresh air and exercise. The childminder provides snacks and meals that accommodate children's dietary needs. She provides children with a healthy and varied diet.

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Outcomes for children are good

Children gain the skills they need for future learning. They are confident and curious learners who show high levels of independence. For example, young children persevere building towers with bricks. From this, they initiate games of 'peek-a-boo'. Older children show competence and delight as they count up to 20. They show good levels of listening and attention as they play and follow the rules of a game. Children concentrate as they learn to write their names.

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Setting details

Unique reference number EY435855 Local authority Sefton Inspection number 10074954 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 - 7 Total number of places 6 Number of children on roll 6 Date of previous inspection 19 May 2016

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Registers

The childminder registered in 2011 and lives in Formby, Merseyside. She operates all year round from 8am to 6pm, Monday to Thursday, 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

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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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