Rafferty, Gillian

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

The well-qualified childminder is passionate about her role. She has high expectations for children's emotional well-being. The childminder strives to ensure that children are happy. She aims to help them to reach their full potential. Children enjoy the time they spend with the childminder. They behave well and show that they are happy and feel safe in her care.

p.2

The provision is good

The childminder works in close partnership with parents. She gathers information from parents about children before they start, to help her to learn about them as individuals. The childminder invites parents to attend toddler groups with her so that new children can get to know her better. She sends home activities that new children enjoy during settling-in sessions, so that they can do them again with their parents at home. This helps children to settle and to quickly feel safe and secure in their new environment. Parents commend the childminder on being so welcoming and inclusive.

p.2

The provision is good

Children go on plenty of outings in the community. For instance, they thoroughly enjoy visiting a local farm and were in awe when they saw lambs being born. The childminder takes children on bus rides to the city centre, where children saw dragons and lions during Chinese New Year celebrations. This helps them to learn about the wider world and different people and cultures.

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need to do better?

n The childminder supports children's literacy skills well. For example, she uses information from recent training to encourage boys to write. The childminder provides messy play activities for them to practise making marks in mud, sand and paint. Parents remark that they are delighted with the progress their children have made in this area of learning. n Children develop a fondness for reading. The childminder introduces them to stories to help them to aspire to read. She sends favourite books home for children to share with their parents to support children's learning at home. n Children attend toddler groups and have opportunities to meet with children of a similar age. This helps them to build on their social skills effectively. Children visit the park and soft-play centre where they enjoy being physically active when they use the apparatus. n The childminder supports children's mathematical development well. For

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need to do better?

example, she encourages them to find colours, shapes and numbers when out in the community. Children say that they look for cars that are the same colour and find numbers on car registration plates. n Children enjoy a variety of interesting activities on offer and lead their own play well. For instance, they use good imaginative skills as they explore with small

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need to do better?

9 March 2020 figures from a doll's house. However, at times, the childminder does not build enough on children's current interests to further support their attention. This does not fully support them to become deeply engaged during all activities. n Children manage their personal care well. For instance, they take themselves to the toilet and know to wash their hands thoroughly afterwards. Children enjoy making lunch for the childminder and themselves. For example, they carefully add healthy ingredients to a wrap and take pride in what they do. The childminder is positive as she interacts with children and helps them to develop their confidence. She provides plenty of praise and encouragement for children's achievements. n The childminder talks to children constantly during activities and encourages them to engage in some discussions. However, children do not always have enough opportunities to express their own thoughts and ideas so that they

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need to do better?

develop excellent conversational skills. n Partnerships with other settings are effective. The childminder shares regular information with staff at other settings that children attend. This helps to support a consistent approach to their learning and development. n The childminder talks to children regularly about the importance of being kind to their friends. She helps them to learn to be respectful of others. The childminder supports children to understand how they are feeling and how their behaviour can impact on others. Children have positive attitudes. They consistently use good manners and say 'please' and 'thank you' at appropriate times.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder accesses regular safeguarding training to help her to keep up to date with any changes. She knows the signs that would cause her concern about a child's welfare and the procedures to follow. The childminder discusses online safety with older children to highlight the potential risks they may face when using electronic gadgets connected to the internet at home. She talks to younger children about how to hold her hands as they cross the road safely and not talking to strangers while on outings.

p.3

should:

n build on children's current interests to further support their attention and help them to become deeply engaged during activities n support children even more to use their own thoughts and ideas so that they develop excellent conversational skills.

p.3

Setting details

Unique reference number 310672 Local authority Sefton Inspection number 10128975 Type of provision Childminder

p.4

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 6 Date of previous inspection 18 May 2016

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Information about this early years setting

The childminder registered in 1994 and lives in Maghull, Merseyside. She operates all year round from 7.30am to 5.30pm, 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.

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Inspection activities

n The childminder explained to the inspector how she promotes children's learning and development. n The inspector observed the quality of the childminder's teaching and her interactions with children. She considered the impact this has on children's learning. n Parents' views were considered through written feedback some parents had provided. n Discussions were held with the childminder and children at appropriate times during the inspection.

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Inspection activities

9 March 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

9 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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