Childminder 310580

Overall effectiveness Good

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

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The provision is good

Children are happy and they feel safe and secure in the childminder's home. The childminder has high expectations for children's behaviour and conduct. Children behave well and are polite to each other. They form strong bonds with the childminder, who gives them plenty of cuddles and affection. The childminder adopts a curriculum that is rich in language. She introduces new vocabulary to children as they play. Toddlers say, 'Ready steady go' as they push cars along the floor. Older children talk about the features of different modes of transport. The childminder extends their learning. For example, she encourages them to order vehicles from the biggest to the smallest. She encourages children to solve problems by asking how many cars they can fit inside the truck.

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The provision is good

Children have plenty of opportunities to explore the outdoors. For instance, the childminder takes them on weekly visits to the park and into the community. Children take part in interesting outings. For example, they go on trips to the museum on the train. They excitedly talk about visiting the local café and ordering food from the menu. Children get to socialise with other children of a similar age at playgroups. The childminder receives compliments from members of the public about how well the children behave when out in the community.

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need to do better?

n Children thoroughly enjoy their social mealtimes. The childminder teaches children the benefits of having a healthy lifestyle. Children discuss which fruit and vegetables are their favourites and why they are good for them. The childminder provides children with nutritious meals and snacks. For example, children choose what fresh fruit they would like to eat at snack time. They use good manners as they say 'please' and 'thank you' at mealtimes. Children learn to manage their personal care well. However, the childminder does not always encourage children to help with tasks that would develop their independence further. n Mathematical skills are promoted. The childminder encourages children to identify shapes when building models using the blocks. Older children impressively tell the time and discuss what they do at set times in the day. The childminder encourages younger children to count how many cars they have.

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need to do better?

n 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 tried Chinese food when learning about Chinese New Year. The childminder teaches children about diversity within families. This helps children to learn about people and families that are different from their own. Children enjoy taking part in their weekly 'Moo' music session with residents at the local care home.

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need to do better?

10 March 2020 n The childminder seeks parents' and children's views as part of her self- evaluation. She builds effective relationships with parents. The childminder 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. However, the childminder does not always liaise with other settings that children attend in order to provide continuity in their care and education. n The childminder is an excellent role model for children. Children are consistently encouraged to take turns and share all of the toys. The childminder praises and encourages children, which builds up their self-esteem. Children have positive attitudes to learning. Toddlers beam at the childminder as they play peekaboo and older children enjoy giving clues to the childminder to help identify which

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need to do better?

toy they are hiding. Children's communication skills are very well supported. The childminder constantly talks to children as they play, which helps to extend their vocabulary. n The childminder tracks the development of all children. She plans effectively for their next steps. The childminder updates her professional development by accessing training and attending monthly meetings. This helps to further improve her practice. Children make good progress from their starting points. They acquire the key skills needed for the next stage in their development and eventual move to school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps her child protection knowledge up to date. She has a strong understanding of the signs and symptoms that may indicate that a child is at risk of abuse. The childminder is very familiar with the procedures to follow in the event of a concern about a child in her care. She has an excellent understanding of how to keep children safe. The childminder teaches children how to stay safe. For example, she encourages them to tidy away between activities to help to prevent trip hazards. The childminder teaches children how to cross roads safely when they go out.

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should:

n provide children with even more opportunities to develop their independence n explore ways to further improve working relationships with local professionals in order to share information about children effectively.

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Setting details

Unique reference number 310580 Local authority Sefton Inspection number 10128973 Type of provision Childminder

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Registers

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

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inspection

Total number of places 6 Number of children on roll 2 Date of previous inspection 11 April 2016

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Information about this early years setting

The childminder registered in 2001. She operates all year round from 7.30am to 5.30pm, Tuesday and Wednesday, except for family holidays. The childminder holds an early years qualification at level 6. She provides funded early education for three- and four-year-old children.

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Inspection activities

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

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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

10 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.

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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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