Childminder EY476412

Overall effectiveness Good

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

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The provision is good

The childminder provides a warm and welcoming environment where children quickly settle into the daily routines. Children flourish with the affectionate attention they receive from the childminder. They show their self-confidence and independence as they move around the room to access different equipment, or seek out the childminder for cuddles when they want. The childminder places a high priority on developing children's communication and language skills. Words are repeated to ensure that the younger children understand and have time to repeat them back. Children enjoy songs and familiar stories as they point to characters on the pages and engage in the story time.

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The provision is good

The childminder is an extremely positive role model and has high expectations of children. Children understand the rules and boundaries. They know to wear aprons when engaging in messy and water play, and understand why they need to wash their hands before eating. Children love to explore with different materials as they excitedly create music on the saucepans with chop sticks. Physical skills are developing well as the children eagerly post pipe cleaners into the neck of plastic bottles. Children demonstrate delight in their achievements as they clap their hands in glee.

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need to do better?

n The childminder is effective in settling children in sensitively and quickly. Comprehensive information is gathered from parents when children first attend. This ensures that the childminder and her assistants have a good understanding of children's likes, dislikes and daily routines. The childminder also gains information from parents to understand what their children already know and can do and their interests. This information is then used well to establish clear and precise next steps for each child's learning. n The childminder engages well with the children to ensure that they get the most out of all activities. She sits on the floor with them to be involved in their play. Gentle encouragement is given to younger children for them to approach the water play. They quickly become involved and experience splashing the water as they scoop and pour with cups and other equipment. Children are motivated and

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need to do better?

eager to learn new things as they progress and get ready for the next stage in their learning, such as starting school. n The childminder and both assistants keep up to date with mandatory training. However, the childminder does not explore all opportunities to develop her professional knowledge and skills, in order to continue to raise the quality of her practice. n Partnerships with parents and other early years settings are good. The childminder provides written and verbal feedback for parents to help ensure that

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need to do better?

28 October 2019 they are aware of their children's daily experiences. This, and information about their children's next steps in learning, helps parents in supporting learning at home. n The childminder ensures that the playroom is bright and welcoming for when the children arrive. For example, activities are placed out on low-level tables and the water trays are well resourced. The childminder is flexible in her planning of activities for the day, and children move around and choose what they want to do themselves. Sometimes, however, the organisation of equipment means that children cannot play with all the toys available. This limits children's ability to explore all equipment available in order to extend their learning further. n Children develop a very positive view of the benefits of a healthy lifestyle. The childminder provides a healthy range of snacks and home-made food for the children. They are beginning to understand the importance of why they need to

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need to do better?

wash their hands before eating. Daily opportunities are offered to the children to be outside and enjoy all seasons in their all-weather suits. Children begin to understand the impact this has on their bodies, as part of developing their physical skills. n Children are well prepared for living in a diverse society. They learn about festivals during the year to develop their understanding of different cultures. For example, children learn about Chinese New Year and the Year of the Pig.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder ensures that her child protection knowledge is updated through regular training. She is aware of what to do should she have a concern about a child in her care and who to contact. Risk assessments in place are effective and consistently ensure children's safety. For example, age-appropriate equipment is used particularly on outings and when the childminder uses her nine-seater vehicle. The childminder follows safer recruitment processes. Any assistants are vetted and have attended all mandatory training to ensure their suitability to work with children.

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should:

n explore and plan a range of opportunities to develop professional knowledge and skills, to raise the quality of practice to the highest level n provide children with more opportunities to have continued access to all appropriate toys and equipment in order to extend their learning further.

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Setting details

Unique reference number EY476412 Local authority Knowsley Metropolitan Borough Council Inspection number 10075861 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 1 to 11 Total number of places 12 Number of children on roll 17 Date of previous inspection 24 February 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Widnes. She operates all year round, Monday to Friday from 8am to 6pm, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She occasionally works with an assistant.

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Inspection activities

n The inspector observed the quality of teaching and the impact this has on children's learning. n A tour of the setting was completed by the inspector and the childminder. A joint evaluation of an activity was also carried out with the childminder. n The inspector held a number of discussions with the childminder. She looked at evidence of the suitability of persons living or working in the household. n Discussions were held with children during the inspection. n The written views of parents were taken into account by the inspector.

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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

28 October 2019 28 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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