Childminder in Liverpool

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

p.1

The provision is good

The childminder provides a warm and welcoming environment where children show a strong sense of belonging. Children who have recently started at the provision settle quickly. This is supported by the childminder's sensitive approach to helping children feel comfortable in their new surroundings.

p.2

The provision is good

Children are progressing well. They display positive behaviour and respond well to the clear and consistent routines and boundaries. When challenging behaviour arises, children respond well to the childminder's reminders about being kind and making good choices. The childminder and co-childminder use praise and encouragement in abundance. This helps children to feel secure and valued.

p.2

The provision is good

The childminder has high expectations for every child in his care. He makes effective use of careful observation to get to know children and see how they are progressing. This helps the childminder to plan fun and meaningful play experiences. Children demonstrate a willingness and enthusiasm for learning. They confidently explore the environment, experimenting with the wide range of resources available. Children are encouraged to play together. They share, take turns and work together as a team. These positive interactions are nurtured by the childminder and co-childminder and help children to develop effective communication and social skills.

p.2

need to do better?

n The childminder and co-childminder take regular measures to ensure their practice is up to date. For example, they conduct online research and access any relevant training that will support the development needs of the children they care for. n The childminder uses children's interests to help them learn. Younger children watch carefully as the cars roll down the slide. They then have a go themselves with the support and encouragement of the childminder. This helps children to feel confident to try new things, promoting a 'can-do' attitude. n Alongside his co-childminder, the childminder uses the views of children, parents and other professionals to review the quality of the provision. This helps them to assess what works well and what needs to change. For example, the childminder and co-childminder recently enhanced the outdoor area to support children who learn better outdoors. n The childminder supports children's move to school with care and compassion.

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need to do better?

He develops close links with other settings that children attend and shares progress with key people. This promotes a joined-up approach to the care and education of children. n The childminder has established excellent relationships with parents. They

p.2

need to do better?

1 October 2019 comment on the high level of care their children receive, and discuss how their children are thriving in the childminder's care. n The childminder and co-childminder use their knowledge of children and their families to help children gain the skills they need for later learning and life. Children enjoy outings to the beach, park, farm and local football stadium. This helps them to develop an understanding of the wider world. n The childminder and co-childminder encourage children to celebrate similarities and differences. Children's home languages and cultures are explored and used to help them understand different traditions and beliefs. n Children are developing their independence in preparation for school. They become confident at self-care routines, such as handwashing, feeding, dressing and toileting. Children enjoy healthy, home-cooked meals and have regular opportunities to be physically active.

p.2

need to do better?

n The childminder uses risk assessment to ensure that the areas that children access are free from harm. Children are also taught to develop awareness of how to keep themselves safe. For example, children learn about road safety and the importance of staying together when out in the community. n The childminder knows what children need to do next in their learning. However, his teaching does not always make the most of potential learning opportunities, particularly in relation to mathematical development. n Children initially respond well to focused activities with the childminder. However, at times, these experiences are not adapted well enough to maintain children's interests and support their concentration skills.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and co-childminder demonstrate a secure knowledge of how to keep children safe. They discuss the necessary steps to take when a child may be at risk of significant harm or abuse. The childminder and co-childminder are fully aware of the signs that may suggest children and their families are vulnerable to extreme views or ideas. They are also aware of the procedures to follow should an allegation be raised against them or anyone else living in the household.

p.3

should:

n improve interactions with children to enhance their understanding of mathematics even more n ensure that focused activities are appropriately adapted to meet the diverse ages and learning needs of every child.

p.3

Setting details

Unique reference number EY229616 Local authority Liverpool Inspection number 10109676 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 8 Total number of places 6 Number of children on roll 6 Date of previous inspection 20 March 2014

p.4

Information about this early years setting

The childminder registered in 2002 and lives in the Hunts Cross area of Liverpool. He operates all year round from 8am to 5.30pm, Monday to Thursday, except bank holidays and family holidays. The childminder works with a co-childminder.

p.4

Inspection activities

n The inspector observed the quality of teaching. She assessed the impact this has on children's learning and development. n A joint evaluation of an activity with the co-childminder was completed with the inspector and the childminder. n The inspector held discussions with the childminder and co-childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n When appropriate, 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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Inspection activities

We carried out this inspection 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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Inspection activities

1 October 2019 1 October 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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