Moran, Emma

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

p.1

The provision is good

Children are happy and content with the kind childminder and in the homely environment she provides. Effective settling-in procedures ensure children settle quickly and form close attachments with childminder. This helps children to feel safe and secure. The childminder uses the information she gathers on entry to plan interesting activities and meet children's needs from the first opportunity. Children have benefitted from the childminder's flexibility and efforts to maintain consistent links between home and setting during the COVID-19 (coronavirus) pandemic. Children behave very well. They have adapted to the changes put in place for their safety and as a result have built resilience and confidence.

p.2

The provision is good

Children enjoy the many opportunities for sensory play. They smile as they search for shapes hidden in rice and giggle as it runs through their fingers. Children's early mathematics skills are promoted well. For example, the childminder talks about trains going faster and slower. She supports children to count how many spoons of rice it takes to fill a container. Children develop early literacy skills and demonstrate a love of books. For example, they choose from familiar books and use props and puppets to re-enact their favourite parts.

p.2

need to do better?

n The childminder is clear in her curriculum intent. She regularly observes what children know and can do, and uses this information to plan a range of activities that meet their needs. As a result, children are excited and are motivated to learn. n The childminder reflects on her provision and identifies areas to improve. However, she does not seek the views of all of those involved in her setting. Therefore, she does not have the full information she needs to clearly identify areas for development and to raise the quality of the provision even further. n The childminder monitors children's development regularly and shares this information with parents and external agencies, such as health visitors and speech and language therapists. She takes swift action to identify and close gaps in children's development. n The childminder places a strong focus on supporting children's social and emotional development. She regularly plays games with children to encourage

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need to do better?

them to share, take turns and manage their feelings and behaviour. Children behave well and are polite, kind, and caring. n The childminder works with a co-childminder. Although this is a new arrangement, they work well together and are developing systems to support their practice even further. n The childminder provides a narrative for children's play and, overall, uses good questioning techniques to support their emerging communication and language

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need to do better?

17 June 2021 skills. However, on occasion, she does not give children enough time to think and respond to her questions. n The childminder forms meaningful relationships with parents and engages in daily communication with them about their children's well-being and progress. The childminder provides parents with well-thought-out resources and activities to take home to support children's next steps. This helps to support opportunities for shared learning. Parents praise the flexibility of the provider both before and during the pandemic. n The childminder is committed to promoting children's health. Children have opportunities to develop their good physical skills and enjoy accessing the well- resourced outdoor space. For example, they are confident to climb up steps and run from one area to another. The childminder provides children with a range of healthy meals and snacks. She uses everyday routines to teach children the

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need to do better?

importance of following good hygiene practices, such as washing their hands before meals. n Children enjoy learning about the local community through opportunities the childminder provides. For example, they attend a 'socially distanced' playgroup and enjoy trips to the local park and surrounding areas. The childminder provides meaningful opportunities for children to learn about communities beyond their own. For example, children make tea light holders as part of their learning about the Hindu festival of Diwali.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of her responsibilities to protect children from harm. She is familiar with local safeguarding procedures and knows who to contact should she have any concerns about the welfare of children in her care. The childminder understands her role to protect children from extreme views and beliefs. She is clear about the action she would take to safeguard children should she have a concern about her co-childminder. The childminder keeps her safeguarding knowledge up to date through online training and independent research. She risk assesses her premises each day to ensure children's safety and takes steps to reduce the risks associated with COVID -19.

p.3

should:

n use the knowledge gained from independent reading, to allow children more time to answer questions, think and express their ideas n improve systems for self-evaluation to include the views of all of those involved in the setting, to identify strengths and priorities for improvement.

p.3

Setting details

Unique reference number EY556625 Local authority Liverpool Inspection number 10190326 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 1 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder was registered in 2018 and lives in Liverpool. She often works with a co-childminder. The childminder operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. She holds an appropriate qualification at level 3.

p.4

Inspection activities

n This was the first routine inspection the setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The inspector made observations of children's interactions during play and discussed their learning and development with the childminder. n A joint observation of an activity was undertaken by the inspector and the childminder. n Safeguarding policies and required records, including first-aid and training certificates, were viewed by the inspector. n The childminder showed the inspector written comments given to her by parents about her practice. n The inspector held discussions with the childminder, including about her self- evaluation and how it helps her to make continual improvements.

p.4

Inspection activities

17 June 2021 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

17 June 2021 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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