Childminder EY415197

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, welcoming and homely environment where children settle quickly. Children regularly check in with the childminder for emotional reassurance, which helps them to feel safe and secure. Alongside her extensive knowledge of children, the childminder uses her excellent relationships with parents to help meet the unique needs of every child. These close partnerships contribute to children making good progress.

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The provision is good

The childminder has high expectations for children. She uses careful observation to assess children's current abilities. This allows her to plan meaningful experiences that help children build on what they already know and can do. For example, younger children are encouraged to engage in taking turns and sharing. Older children are supported to use their voices and become active participants in groups.

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The provision is good

Children demonstrate positive behaviour. They are well behaved and mannerly, responding well to the consistent rules and boundaries in place. When challenging behaviour arises, the childminder uses a calm and clear voice to help children think about their choices. This helps children to understand the difference between right and wrong and avoid conflicts and disputes.

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need to do better?

n The childminder is ambitious and hard working. She strives to continuously improve the quality of her practice and provision. The views of children, parents and other professionals are used to help the childminder review what works well and what needs to change. n Parents praise the high level of care that their children receive. They comment on the reliability of the childminder and how well their children have progressed since beginning their placement with her. n The childminder uses praise and encouragement in abundance. She skilfully intervenes in play experiences only when required. This helps children to develop a can-do attitude. For example, children jump with joy and clap their hands as they successfully complete a jigsaw puzzle. n Children enjoy regular outings to local playgroups, parks, the library and farm. These experiences help children to meet and socialise with others and learn about where they live. The childminder uses discussion, alongside books and

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need to do better?

resources, to support children in exploring similarities and differences and the world beyond their own. n There is an extensive range of play resources available, both indoors and outside. However, the environment is not organised well enough to allow children to access these resources independently, to further stimulate their

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need to do better?

3 December 2019 curiosity and exploration skills. n The childminder is an active play partner. She uses her good early years knowledge to adapt her teaching to enhance learning potential. For example, the childminder guides children to explore colours, numbers and shapes stemming from the theme of their favourite book. n Children have many opportunities to develop their language skills. For example, they are encouraged to express their play preferences and sing nursery rhymes. However, the childminder does not always give children enough time to think critically about what they are learning, which can help them remember long term what they have been taught. n Children are provided with healthy home-cooked meals. They have regular access outdoors in the fresh air where they exercise their large-muscle skills by climbing, running and balancing. The childminder talks to children about how eating well and being physically active helps to 'build their muscles'.

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need to do better?

n Children have many opportunities to develop their independence. They are encouraged to practise self-help skills such as handwashing and feeding themselves. When appropriate, children begin to become confident in toileting. These experiences help children to gain the skills required for later learning and their eventual move to school. n The childminder is an excellent role model. She has created a culture of respect within her home where children's views and feelings are considered and valued. Consequently, children of all ages are happy, courteous and friendly.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a very clear understanding of child protection issues. She accesses regular training to ensure that she has the most recent safeguarding information. The childminder understands her duty to protect children from harm and describes in detail the steps to take should a concern for a child's well-being arise. The childminder discusses signs and symptoms that might indicate that a child or their family are vulnerable to extreme views or ideas. She is also aware of the procedure to follow should she witness malpractice by another practitioner or if an allegation was made against her or her assistant.

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should:

n raise the quality of teaching even higher to give children more chances to engage in critical thinking, further helping them to remember long term what they have been taught n consider more ways to make the indoor and outdoor play environments more stimulating and accessible for all children.

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Setting details

Unique reference number EY415197 Local authority Sefton Inspection number 10074575 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 11 Total number of places 6 Number of children on roll 10 Date of previous inspection 26 May 2016

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Information about this early years setting

The childminder registered in 2010 and lives in the Litherland area of Liverpool. She works with an assistant. The childminder operates all year round, from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays. She holds a recognised early years qualification at level 3.

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Inspection activities

n The inspector observed the quality of teaching. She evaluated the impact this has on children's learning and development. n A joint evaluation of an activity was carried out with the childminder. n The inspector held discussions with the childminder. She looked at relevant documentation and evidence of the suitability of the childminder's assistant and 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. n The inspector conducted a tour of the childminder's home.

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Inspection activities

3 December 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

3 December 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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