Childminder EY153179

Overall effectiveness Good

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

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The provision is good

The childminder provides a calm, homely environment where children feel very safe and secure. Interactions between the childminder and children are warm and loving. For example, children frequently run up to the childminder and give her a cuddle.

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The provision is good

The childminder talks confidently about children's interests. She uses this knowledge to plan activities that help them to achieve what they need to learn next. For example, she encourages children to count as they thread pasta shapes onto straws. This helps children to develop their early mathematical skills. However, sometimes, the childminder does not make the best use of opportunities to challenge and extend children's thinking skills. As children enjoy exploring play dough, they become deeply absorbed in their work. They show high levels of perseverance as they practise using different tools to change and adapt their models.

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The provision is good

The childminder has high expectations. This supports children to be exceptionally well behaved and polite. For example, at lunchtime, they ask the childminder if she would like a drink of water and pour one for her. Children play together cooperatively. For instance, they make shared decisions about which toys to play with. They are kind and willingly help others with trickier tasks, such as carrying larger resources.

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need to do better?

n The childminder supports children who require additional support extremely well. She undertakes additional training to enable her to meet their specific needs. The free flow of communication with parents and other professionals helps her to support children to make good progress. The childminder sensitively supports children to understand the needs and feelings of their friends. As a result, children are exceptionally respectful and tolerant of difference in others. Children show high levels of awareness of what makes them unique. n Children make clear links between healthy food choices and staying healthy. For instance, at snack time, they chat about their favourite fruits. They state that, 'Grapes are good for you, but if you eat too many it can give you tummy ache.' The childminder provides numerous opportunities for children to be active. For instance, indoors, they giggle as they join in with action rhymes. When they

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need to do better?

notice that they are getting hot, the childminder encourages them to feel their heart going faster. This supports children to gain an understanding of the effect of cardiovascular exercise on their bodies. Children also benefit from attending gymnastics groups in the local community. This helps them to strengthen their balance and coordination.

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need to do better?

27 January 2020 n It is evident that children enjoy sharing books. They listen attentively as the childminder reads stories. Children wait patiently for their turn to lift the flap. They excitedly anticipate which animal will lie behind it. Children understand how to turn pages. They eagerly join in with familiar phrases. This supports them to develop their early literacy skills. The childminder takes children to the local library to choose books to borrow. This help them to further strengthen their love of books. n Overall, the childminder uses teaching techniques effectively to help children to acquire the key skills they need for future learning. For example, as children press shape cutters into play dough, the childminder introduces new words, such as 'deep' and 'shallow'. This helps children to extend their good range of vocabulary. However, on occasions, the childminder does not maximise opportunities for children to share their own ideas, in order to extend their

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need to do better?

thinking skills. n Partnerships with parents are particularly strong. Parent feedback indicates that they are extremely happy with the care they receive. Since her last inspection, the childminder has strengthened ways to include parents in children's learning. For instance, she has recently introduced parent stay-and-play sessions at her home. Parents comment positively about the sessions. They state that it has helped them to gain a better understanding of how children learn through play. The childminder helps parents to build on these experiences by providing home learning packs for them to share with children at home. This helps children to consolidate and extend their knowledge and skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The experienced childminder has a secure understanding of how to keep children safe. She regularly attends training to keep her safeguarding knowledge up to date., and uses her knowledge to take prompt action if she has concerns about children's safety and well-being. The childminder completes detailed risk assessments and has very robust policies and procedures. This supports children to be extremely safe in her care. The childminder is alert to the risks for children when using online technology. She talks to them about the difference between real friends and online friends. The childminder also provides information for parents to help them to support children to stay safe when using technology at home.

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should:

n maximise opportunities to consistently challenge and extend children's thinking skills to the highest level.

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Setting details

Unique reference number EY153179 Local authority Wirral Inspection number 10129015 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 2 to 15 Total number of places 6 Number of children on roll 10 Date of previous inspection 29 April 2016

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Information about this early years setting

The childminder registered in 2002 and lives in Bromborough, Wirral. She operates Monday to Friday from 8am to 6pm all year round, except for bank holidays and family holidays. The childminder offers early education funded places for two-, three- and four-year-old children.

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Inspection activities

n The childminder and inspector jointly observed an activity. They discussed the quality of teaching the impact on children's learning. n The inspector interacted with children at various points during the inspection. n The childminder showed the inspector around her home. The inspector looked at the range of resources available for children's use and discussed how these support children's learning. n The inspector examined a sample of relevant documents and evidence of the suitability of people living in the household. n The childminder talked to the inspector about children's learning and progress, including their next steps in learning and children's interests. n The inspector looked at parents' written testimonies and took these into account.

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Inspection activities

27 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

27 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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