Culleton, Selina Clare

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

p.1

The provision is good

Children are very happy and feel safe in this caring and nurturing environment. Children have formed strong attachments with the childminder. They have made close friendships with their peers. Younger children giggle with joy as they play peekaboo with the childminder. Older children play imaginatively with the magnetic blocks as they build different models.

p.2

The provision is good

The childminder adopts a curriculum that is rich in language. She actively promotes communication and language skills. Children develop a love of books from a young age. Toddlers help to turn the pages in stories. They make the animal noises of characters in the book. Older children help to retell their favourite stories, using puppets. The childminder asks children questions to extend their learning. However, she does not always allow children enough time to answer them.

p.2

The provision is good

The childminder has high expectations of children's behaviour. She is an excellent role model to children. The childminder praises and encourages children, which builds up their self-esteem. Children behave well. They are consistently encouraged to take turns and share all of the toys. The childminder teaches children words to describe emotions from a young age. Older children explain that they think the butterfly puppet is feeling sad. They think of different ways that they could cheer the butterfly up.

p.2

need to do better?

n Children enjoy taking part in daily singing sessions with the childminder. They show excitement as they take turns to choose an object from the nursery rhyme bag. Children happily sing nursery rhymes and number songs. They move their bodies to the music and join in with the various actions. The childminder reads the children a large variety of books. Children show high levels of listening and attention skills. Communication and language are promoted by singing songs, sharing stories and asking children questions. However, the childminder does not always give children enough time to process information or to answer before she asks another question. n The childminder tracks the development of all children. She plans effectively for their next steps. The childminder updates her professional development by accessing online training and webinars. Children make good progress from their starting points. They are working at a level that is typical for their age. Children

p.2

need to do better?

acquire the key skills needed for the next stage in their development and eventual move to school. n Children benefit from meaningful learning experiences that are planned according to their interests. They excitedly talk about the character they are going to dress up as for World Book Day. The childminder provides children with

p.2

need to do better?

2 March 2020 plenty of outdoor activities. For example, children go on regular trips to the mere, the canal to feed the ducks and to the safari park. This helps children to learn about the wider world around them. Children are respectful to others. They celebrate each other's similarities and differences from a young age. Children learn about different cultures and festivals. For instance, they recently visited Chinatown when celebrating Chinese New Year. The childminder teaches children about diversity within families. This helps children to learn about people and families who are different to their own. n The childminder teaches children the benefits of having a healthy lifestyle. She provides children with healthy snacks and meals. The childminder talks to children about foods that are good for them as they pretend to cook food in the kitchen. Children have opportunities to develop their growing independence

p.2

need to do better?

skills. For example, they meet their own care needs as they wash their hands before eating. Younger children feed themselves with a spoon. Older children put on their own coats and practise putting costumes on. They meet their own toileting needs. However, the childminder sometimes misses opportunities to extend older children's independence skills. For example, they are not encouraged to help to set up the table or tidy away at mealtimes or to pour their own drinks. n The childminder seeks parents' and children's views as part of her self- evaluation. She builds effective relationships with parents. The childminder regularly shares information about their children's learning. She suggests how parents can help their children to achieve the next steps in their learning. This helps to support children's learning at home. Parents are thrilled with the care and service provided.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her responsibility to protect children. She has a good knowledge of the signs and symptoms that indicate a child may be at risk of harm. The childminder knows how to report any concerns she may have about a child's welfare. She keeps her knowledge up to date by completing training courses, online training and webinars. This has given her an in-depth knowledge of the wider issues relating to safeguarding. Daily assessments of the premises mean that the childminder is able to identify and minimise any risks. This ensures that children play safely in the environment.

p.3

should:

n provide opportunities to further extend older children's independence skills at mealtimes

p.3

should:

2 March 2020 n provide children with enough time to respond to questions asked.

p.3

Setting details

Unique reference number EY436854 Local authority Sefton Inspection number 10065740 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection 8 October 2015

p.5

Information about this early years setting

The childminder registered in 2011 and lives in Liverpool. She operates all year round from 8am to 5.45pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds qualified teacher status. She provides funded early education for two-, three- and four-year-old children.

p.5

Inspection activities

n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n A joint observation was completed by the inspector and the childminder. n The inspector held discussions with children and the childminder at appropriate times during the inspection. n Parents' views were taken account of through written feedback provided.

p.5

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.

p.5

Inspection activities

2 March 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6