Childminder EY232380

Overall effectiveness Good

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

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The provision is good

The childminder provides a warm, welcoming environment. Children arrive happily and are eager to join in with the good range of activities provided. Children show that they feel secure in the childminder's home. They often climb onto the knee of the childminder or one of her assistants for a cuddle. Children behave well. They share and help each other without prompting. The childminder plans the education programme to support children's learning in all areas. Children begin to distinguish between different sounds as they enthusiastically explore musical instruments. Older children giggle as they make up their own words to familiar nursery rhymes. Children gain confidence from the praise and encouragement they receive from the childminder and her assistants. For instance, younger children show delight when they successfully balance blocks on top of each other. Older children persevere as they fit construction pieces together. They proudly tell visitors that they are making

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The provision is good

robots. Children are inquisitive. For example, they investigate how toys work. They clap excitedly when they discover that pressing a button makes it light up. Children enjoy regular visits to facilities in the local community, such as urban farms. This helps them to broaden their experiences of the world around them.

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need to do better?

n The childminder and her assistants know children well. They talk confidently about what children know and how they support children to build on their existing skills and knowledge. They identify children who are at risk of falling behind and put strategies in place to help them catch up. Children make good progress and are gaining the skills they need to prepare them for future learning. n Children demonstrate a good knowledge of early mathematical concepts. For example, as children play, they count and talk about shapes. Older children are beginning to learn about sequencing. They confidently tell the childminder that they need a purple block next. n The childminder skilfully supports children to develop their language skills. For instance, she introduces animal names as younger children enjoy playing with a toy farm. She plans activities to help children develop their listening skills. Older children use a good range of vocabulary. For example, they describe the robot's

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need to do better?

arms as 'like the pincers on a crab'. n The childminder helps children to learn about healthy lifestyles. Children wash their hands before meals. They enjoy eating a variety of healthy snacks and have access to fresh water throughout the day. Children benefit from being active outdoors. For example, they enjoy spending time in the childminder's garden. They regularly visit local parks to use larger play equipment. This provides opportunities for them to experience more physically challenging activities.

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need to do better?

27 September 2019 n Parents speak positively about the childminder and her assistants. There is regular two-way sharing of information about children's learning. Parents describe how the childminder helps them to support children's learning at home, for example sharing ideas to develop language skills. Parents state that this has increased children's confidence in speaking. n Children respect difference in others. For example, they show genuine interest in learning about the cultures of other children who attend the setting. n Overall, children have good opportunities to develop independence. However, the childminder sometimes does things for children that they can do for themselves. n The childminder evaluates her provision. For example, she has recently reorganised resources to make them more accessible to the youngest children. The childminder takes the views of others into account when considering ways

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need to do better?

to further improve her provision. She researches relevant early years information online to enhance her knowledge and teaching. n The childminder and her assistants work well together as a team. They meet regularly to discuss well-being and practice. The childminder ensures that mandatory training is current. However, she does not give enough consideration to identifying how the quality of their teaching can be further developed.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistants are alert to possible signs that children may be at risk of harm. They know the local procedures to follow if they have concerns about children's safety and well-being. The childminder completes detailed risk assessments of her premises, including the household pets. She assesses any potential risks for outings. The childminder helps children to manage risks safely. For example, she supports them to check if there is enough floor space before they show her their gymnastic skills.

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should:

n maximise opportunities for children to build on their good self-care skills n focus the professional development of assistants more precisely on raising the quality of teaching further.

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Setting details

Unique reference number EY232380 Local authority Wirral Inspection number 10109568 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 to 9 Total number of places 18 Number of children on roll 17 Date of previous inspection 28 October 2014

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Information about this early years setting

The childminder registered in 2004 and lives in Birkenhead, Wirral. She operates Monday to Friday from 7.30am to 6pm, all year round, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 3. She offers funded early education places for three- and four-year-old children. The childminder works with two assistants.

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Inspection activities

n The childminder and the inspector jointly observed an activity. They discussed the quality of teaching and the impact on children's learning. n The inspector examined a sample of relevant documents and evidence of the suitability of people living in the household. n At appropriate points in the inspection, the inspector interacted with childminding assistants and children. n The inspector discussed children's learning and progress with the childminder and her assistants, including their next steps and interests. n The childminder showed the inspector the areas of her home that children access. They looked at the range of resources available for children's use and discussed how the childminder plans experiences for children. n The inspector spoke to parents and took their views into account.

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Inspection activities

27 September 2019 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

27 September 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

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