Childminder EY549123

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

The childminder provides a warm, welcoming environment. Children arrive happily and run up to their friends and give them hug. The childminder plans a varied curriculum to help children to build on their existing skills and knowledge. For example, she supports babies to stand on their feet to help them to strengthen their leg muscles. Younger children develop their coordination as they enjoy pouring water into containers. Older children persevere as they use tweezers to pick small objects out of the water. They smile and proudly shout out when they succeed. As they spontaneously sing 'Five Little Ducks', the childminder encourages them to predict how many will be left when one swims away. This supports them to develop an understanding of simple subtractions.

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The provision is good

Overall, children have good opportunities to develop their self-care skills. However, the organisation of some resources makes it difficult for younger children to access them independently. Generally, the childminder builds good relationships with parents. However, she does not focus sufficiently on helping them to support and extend children's learning at home.

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need to do better?

n The childminder supports children's language development well. For example, as children enjoy playing with water, she playfully uses phrases such as 'splish, splash' to describe younger children's actions. She introduces new words to help older children to extend their vocabulary. For instance, she talks about 'heavy' and 'light' as children test whether objects sink or float. Children are developing a love of books. Younger children excitedly point to pictures of animals. Older children explore initial sounds in words and join in with familiar phrases. n Children develop a good understanding of early mathematical concepts. For example, at snack time, they count how many children are present and work out the number of plates they will need. They talk about size as they excitedly watch bubbles float up into the air. Older children begin to make simple comparisons. For instance, as they enjoy making handprints on the pavement, they tell the

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need to do better?

childminder, 'Your hand is the biggest.' n Children behave well and use good manners without prompting. They share and show kindness to each other. For example, older children hold the hands of younger children to reassure them. Children begin to develop a strong sense of identity as they look at their reflections in the mirror. They discuss differences between themselves and their friends. n The childminder helps children to learn about healthy lifestyles. For example, she provides healthy snacks. Children have frequent opportunities to be active outside and to have quiet times to rest. Generally, children develop good self- care skills. For instance, they peel and chop fruit, and older children put on their

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need to do better?

7 October 2019 own socks and wellington boots. However, the organisation of some resources makes it difficult for younger children to access them independently. n Children show a gleeful curiosity in the world around them. For example, outdoors, they show fascination as they observe a windmill spinning around in the wind. Indoors, they eagerly show visitors the childminder's goldfish. The childminder plans activities to help children to build on these experiences. For example, she takes them on trips to places of interest, such as aquariums to see a wider variety of fish. n The childminder values the importance of continuing to raise the quality of her good teaching. For example, she has recently attended training on how to recognise children's play patterns. This has helped her to plan activities more precisely to match how individual children like to learn. n Overall, the childminder builds good relationships with parents and other

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need to do better?

professionals involved in children's lives. She keeps them fully informed about children's progress. Positive feedback indicates that parents are very happy with the service they receive. However, the childminder does not regularly give parents information about how to support children's learning at home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a thorough understanding of safeguarding procedures and knows how to keep children safe in her care. She completes detailed risk assessments of her home and on outings to minimise potential hazards to children. She is alert to the signs that may indicate that a child is at risk of harm or neglect. She confidently describes the action she will take if she is concerned about a child's safety or well-being.

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should:

n consider even better ways of organising resources to make it easier for younger children to access them independently n build on the good partnerships with parents to involve them more in supporting children's learning at home.

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Setting details

Unique reference number EY549123 Local authority Knowsley Metropolitan Borough Council Inspection number 10124040 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 to 9 Total number of places 6 Number of children on roll 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in the Prescott area of Merseyside. She operates all year round from 7am to 7pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The childminder and the inspector evaluated an activity together. They discussed the quality of teaching and the impact this has on children's learning. n At various points during the inspection, the inspector interacted with the children present. n The inspector examined a sample of relevant documents and evidence of the suitability of persons living in the household. n The inspector discussed children's learning and progress with the childminder, including what they need to learn next and their interests. n The childminder showed the inspector around her home. They looked at the range of resources available for children's use and discussed how these will be used to support the educational programmes. n The inspector looked at parents' written testimonies and took account of these.

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Inspection activities

7 October 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

7 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

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