Childminder in Sefton

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

Children build positive relationships with the childminder and other children. They show that they feel safe and relaxed in the childminder's care. Babies smile happily as the childminder gives them cuddles as they wake from a sleep. Older children enjoy snuggling with the childminder as they share a favourite story.

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The provision is good

Children are supported to behave appropriately. They learn to share toys with their friends and take turns. The childminder encourages them to use words to express their feelings if they are finding it difficult. Children are asked to help to tidy away toys before snack time. The childminder explains this helps to keep everyone safe. Older children enjoy helping to care for babies by getting a nappy from the bag when asked.

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The provision is good

Children visit the childminder's home with their parents before they start to attend. This helps them to settle quickly into their new environment. The childminder speaks with parents to gather information about children's care routines, likes and dislikes. She provides activities based on children's interests which support their individual learning and development. The childminder has high expectations for children. Children learn new vocabulary through activities and stories with the childminder. She interacts closely with babies who gurgle and babble in response, developing their early communication skills.

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need to do better?

n The childminder arranges her home to enable children to independently access a wide range of enjoyable resources. Children freely move between the different areas and have space to play comfortably. Babies are provided with a cosy area in which to sit and explore a selection of textured materials and sensory toys. As they get older, they develop their crawling and early walking skills in a safe environment. n Children enjoy regular walks and visits to the park. However, spending time in the outdoor area is generally limited to milder weather. The childminder has not considered how she can offer children who prefer to learn outside more challenging experiences. n The childminder completes regular assessments of children's progress and shares the information with parents. She uses her observations of children's development to plan activities which extend children's learning. For example, building on children's fondness for dogs, the childminder introduces a story

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need to do better?

which features a variety of dogs. Children learn the various names and discuss sizes and fur patterns on the animals, developing their language. n Children gain a good mathematical understanding. The childminder extends children's imaginative play by asking how many candles they need on the

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need to do better?

14 January 2020 wooden birthday cake. They count the candles together as they put them on the cake. Later, the childminder supports children to count if they have enough pieces of cake for everyone. She uses language such as 'more' and 'less' to help children learn about simple calculation. Children are encouraged to recognise shapes and colours as they tidy away the blocks. n The childminder demonstrates a secure knowledge of how to prepare children for the next stage in their learning. For example, she introduces children to different letter sounds. They are supported to hear and recognise the letters in their name in preparation for starting school. n The childminder works in close partnership with parents. She establishes an effective two-way flow of communication that helps to provide consistency of care and learning for children. The use of an online system means that parents can clearly see the progress children are making. Parents comment on the

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need to do better?

childminder's 'nurturing' approach. They refer to support and advice that the childminder offers, for example during weaning. n The childminder is familiar with other settings that minded children attend. However, effective partnerships have not yet been established to develop a shared approach to supporting children's progress. n Children are encouraged to develop healthy lifestyles and are supported to be independent in self-care. For example, children are supported to wash their hands before eating. They sing a song about washing away the germs as they do so. The childminder provides nutritious, healthy snacks and meals. She encourages children to explore a wide variety of tastes and textures.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of child protection and safeguarding. She has sound procedures in place and shares written policies with parents. The childminder keeps her knowledge up to date and relevant by attending regular training. She can identify the signs that may mean a child is at risk and knows what action to take if she has concerns about a child's welfare. The childminder carries out checks on her home and carefully plans any outings she takes the children on. A fire evacuation procedure is in place and the childminder talks to children about keeping themselves safe.

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should:

n develop the planning of outdoor activities to provide more challenge and stimulation for children who prefer to learn outdoors n strengthen the partnerships with other settings that children attend to support and complement their learning opportunities consistently.

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Setting details

Unique reference number EY550265 Local authority Sefton Inspection number 10133727 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 3 Total number of places 6 Number of children on roll 7 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Hillside, Southport. 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 early years qualification at level 5.

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Inspection activities

n The inspector observed the childminder as she interacted with, and cared for, the children. n Where appropriate, the inspector spoke with the childminder and children at different times throughout the inspection. n The areas within the childminder's home were looked at with regard to safety and suitability for childminding. n The inspector took into account the views of parents expressed through letters that had been provided. n The inspector looked at relevant documentation and checked evidence of the suitability of persons living in the household.

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Inspection activities

14 January 2020 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

14 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

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