Childminder EY549148

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 forms close bonds with the children in her care. She is affectionate and responds warmly to their contributions. Children talk happily to the childminder about what they are doing. They really enjoy receiving her positive praise. They giggle with joy as they get a 'high five' from the childminder to celebrate their achievements. Children are very settled and content in her home. They display high levels of self-esteem. For example, even very young children greet visitors with enthusiasm and confidently introduce themselves.

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The provision is good

The childminder has high expectations of children. She recognises her role in influencing children's behaviour. She models good manners and speaks to children and visitors in a polite and friendly manner. Children behave very well. They learn to take care of their toys and tidy up when they have finished playing. Older children respond to their younger peers with compassion and understanding. For example, when babies take their toys from them, older children gently tell them to 'use kind hands', and kindly offer them an alternative toy. Parents' feedback is very positive. They comment that they are happy with the progress their children are making with the childminder.

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need to do better?

n The childminder provides a curriculum that is based on children's interests and motivates them to learn. She regularly observes children to find out what they know and can do. She uses this information well to plan for their next steps in learning across the curriculum. Children make good progress in their learning and development. They eagerly join in with the activities on offer. n The childminder supports children's communication and language skills well. She is particularly skilled in supporting children who speak English as an additional language. The childminder introduces children to new vocabulary and repeats words so that they can hear the correct pronunciations. Children speak clearly and learn new vocabulary quickly. They can express their needs and preferences. For example, they tell the childminder what their favourite food is when she asks what they would like for lunch. n The childminder encourages children's interest in books and reading. They enjoy

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need to do better?

cuddling in with her to listen to their favourite stories. The childminder reads clearly and with enthusiasm, changing her tone for the different characters in the story. Children listen intently and answer the childminder's well-timed questions about their storybook. For example, she asks the children, 'Oh no, what happened to him?' The children tell her that the pirate in the story 'has a sad face and is crying', demonstrating their ability to describe feelings. n Children gain the skills they need to help them with the next stage in their learning and their eventual move on to school. For example, they enjoy lots of

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need to do better?

20 November 2019 visits to local playgroups and trips out into the local community. This introduces children to a wider circle of friends and helps to extend their social skills. n The childminder provides lots of opportunities for energetic play. Children visit parks and forests and learn to use swings at the playground. Daily routines support children in developing their independence and self-care skills. For example, they choose their own fruit at snack time and access their own drinks when they are thirsty. n The childminder builds good relationships with parents. She shares information with them about what their children are learning and how they can further support them at home. For example, when children learn to climb steps independently, the childminder suggests to parents that they encourage children to count the steps as they climb the stairs at bedtime. n The childminder regularly evaluates her practice and seeks the views of parents

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need to do better?

and children to try and identify ways to improve further. She ensures that mandatory training is kept up to date. However, she does not make use of further professional development opportunities to help raise the quality of teaching and outcomes for children to an even higher level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder demonstrates a good knowledge of the potential signs that a child might be at risk of harm, including from extreme views or behaviours. She is confident about local reporting procedures. Robust policies and procedures underpin the childminder's good practice. Risk assessments are completed on a regular basis, with appropriate steps taken to minimise risks and help to keep children safe. The childminder teaches children simple rules to help to support their understanding of how to ensure their own safety. For example, she explains to them why they should not climb on furniture.

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should:

n focus plans for professional development, to help to raise the quality of teaching and outcomes for children to an even higher level.

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Setting details

Unique reference number EY549148 Local authority St Helens Inspection number 10126869 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 4 Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in St Helens. She operates all year round from 6.30am to 6.30pm, Monday to Wednesday, except for bank holidays and family holidays. She holds an early years qualification at level 3.

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Inspection activities

n The childminder guided the inspector on a tour of her setting, where she explained how her provision is organised and what experiences she offers for the children in her care. n The inspector held several discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection. n The inspector took account of the views of children by talking with them, and the views of parents through written feedback provided. n The inspector completed a joint evaluation of an activity with the childminder.

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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

20 November 2019 20 November 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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