Shields Hilary

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

Children are happy and form secure attachments with the childminder. This helps them to feel safe and secure in her care. The childminder knows the children and their families well. She is actively involved in children's lives outside of her setting. For example, she attends sports days and nativities to share in their achievements. This supports children's self-esteem effectively. Children behave very well. They show pride when the childminder gives them praise and encouragement. Children understand the childminder's expectations. They use good manners and often say 'please' and 'thank you' as they play.

p.2

The provision is good

The well-qualified childminder provides activities and experiences that build on children's learning. She has high expectations for what they can achieve. For example, the childminder uses her many years of experience to support children to become ready for the move to school. The childminder helps children to develop good literacy skills. For example, she reads stories to children and they listen carefully. The childminder extends children's experiences of books in interesting ways. For instance, she takes them to the local woodlands and encourages them to hunt for bears, after reading a favourite story. Children whoop for joy when they find teddy bears hiding behind trees. This helps children to develop a fondness for reading.

p.2

need to do better?

n The childminder develops strong partnerships with parents. She provides parents with regular updates about activities children take part in and what they achieve. Parents who provide feedback make very positive comments about the service provided. They especially appreciate the childminder's 'caring nature' and her 'unique rapport' with children. n The childminder liaises closely with pre-schools that children attend. She shares information with staff about children's progress. The childminder uses this information well to help to promote continuity in children's learning. n The childminder plans a curriculum that helps children to gain knowledge and skills across different areas of learning. For example, she identifies children's interests and what they need to learn next. The childminder uses this information generally well to plan ways to promote children's individual learning. For example, older children enjoy creating towers using bobbins. The

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need to do better?

childminder helps them to recognise and name colours. She encourages children to count the bobbins. However, sometimes, the childminder does not use opportunities to help older children to build on their use of numbers and simple calculation. n Children are keen to learn. Overall, they engage well and maintain their attention for long periods of time when activities capture their interest. For

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need to do better?

15 January 2020 example, children enjoy filling jars with items such as peas, carrots and rice. The childminder helps them to recognise that when they shake jars filled with dried rice, the noise sounds like rain. However, children do not always have time to concentrate fully and become deeply engaged in learning. This is because, sometimes, the childminder introduces too many ideas at once. n The childminder supports children in making friends. She helps them to form positive relationships with each other. Children share and take turns amicably. n The childminder displays children's artwork, such as their self-portraits, on the wall. This helps them to feel valued and develop a sense of pride. Children gain a good understanding of their own uniqueness. They learn about the similarities and differences between themselves and others. For instance, the childminder helps children to observe the differences in the colour of their eyes and hair.

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need to do better?

n The childminder teaches children to learn about people and communities beyond their own. She takes children on plenty of outings in the wider community. For example, children go to the beach, farm and wildfowl reserve. This helps children to gain a good understanding of the world around them. n Children follow regular hygiene routines and learn how to keep themselves healthy. For example, they wash their hands before eating their snack. The childminder talks to children about the importance of handwashing. She helps them to learn how to get rid of germs. Older children are confident in their own self-care routines. For instance, they use the toilet independently.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of the signs and symptoms that may indicate a child is at risk of harm. She is aware of wider safeguarding issues, including the signs that may indicate a child may be at risk of being drawn into extreme behaviours or ideas. The childminder knows the procedures to follow should she have any concerns about a child's welfare. The childminder provides a safe environment for children to play in. She helps children to learn how to keep themselves safe when on outings. For example, she ensures that children understand the importance of holding her hand when crossing the road.

p.3

should:

n provide more opportunities for older children to build on their use of numbers and simple calculation n enhance the organisation of planned activities so that children have more time to concentrate fully and become deeply engaged in learning.

p.3

Setting details

Unique reference number 310694 Local authority Sefton Inspection number 10072823 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 11 Total number of places 6 Number of children on roll 6 Date of previous inspection 4 July 2016

p.4

Information about this early years setting

The childminder registered in 1993 and lives in Maghull, Merseyside. She operates all year round from 7.30am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 3. She provides funded early education for three- and four-year-old children.

p.4

Inspection activities

n The childminder discussed with the inspector how she designs and organises the curriculum for the children in her care. n The inspector and the childminder completed a joint observation together. n Children and the childminder spoke to the inspector at appropriate times during the inspection. n Parents' views were considered by the inspector through written feedback that some parents had provided. n The inspector checked evidence of the childminder's qualifications.

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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

15 January 2020 15 January 2020 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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