Childminder in Sefton

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

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The provision is good

Children demonstrate they are happy and relaxed in the care of the childminder. Children show kindness towards each other and display excellent behaviour. Children are well mannered and act on reminders to say please and thank you. Knowing she listens, the children often call the childminder's name to show her what they are doing. For example, children proudly show the childminder their play dough creations. The childminder praises children and follows their lead in conversations. This helps children to confidently hold simple conversations and express themselves. Younger children ask to sit on the childminder's lap when listening to stories. Older children enjoy reassuring hugs if they are upset, which helps to support the children's emotional well-being.

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The provision is good

Children participate in imaginative outdoor activities that incorporate their favourite stories. For example, after reading the story, 'We Are Going On A Bear Hunt', children search the garden for hidden items. They show persistence when looking for items that feature in the story, such as long grass, twigs and bark. The childminder skilfully ensures children maintain focus during the activity by adjusting her communication and questioning appropriately to build on what children already know. The childminder asks older children to think about what a river is made of, which helps them to practise their problem-solving skills. Children are pleased when they spot the watering can and shout out 'water'. Children successfully recall vocabulary from the story, such as 'squelch' and 'swish swash' as they joyfully move their hands in the mud and water.

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need to do better?

n The childminder demonstrates great enthusiasm for her work and is very well organised. She ensures children constantly experience carefully planned, good quality activities to support their individual progress. The childminder listens and acts on preferences and feedback from parents about their children. However, the childminder does not seek the views of parents and other professionals on wider aspects of her curriculum and provision, when evaluating her practice to further improve the quality of education she provides. n The childminder broadens children's knowledge of mathematical concepts by introducing new language in their play. For example, she encourages children to compare size by asking which twig is the longest and using positional language, such as over and under. Children have many opportunities to practise counting. For example, children count on their fingers when singing songs and count pine

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need to do better?

cones in the garden. Older children are encouraged to match number and quantity, with help from the childminder, when finding the correct number for today's date. n Children excitedly shake a box containing picture card prompts for familiar

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need to do better?

11 August 2021 songs. They self-select a picture and sing the song together. They join in with the songs and actions, recalling the words. This helps younger children to build vocabulary and promotes turn taking. The childminder also uses a song to help children to learn when it is tidy-up time. They sing the song and tidy away the toys ready for snack time. Using songs and simple assertive instructions, the childminder helps children to remember what is expected of them. n Children carry out small tasks as part of the routine. This helps them develop their growing independence and take responsibility for their surroundings. For example, they carry specific items to the snack table and ensure their shoes and belongings are stored in the correct place. This helps prepare them for the next stage in learning and readiness for school. n The childminder delivered resources to children's homes during the COVID-19

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need to do better?

(coronavirus) national lockdown to support home learning. For example, children received ingredients to make play dough along with instructions to follow. Parents feel very well informed about their child's progress. Parents say they find the childminder very 'supportive and trustworthy'. n The childminder is part of a network of childminders. As part of the weekly routine, children attend a playgroup with other children. They develop their social skills when participating in larger group activities. For example, the children and childminders work together to paint a giant mural of the seaside. They develop confidence in their physical skills when climbing on large apparatus at the playgroup. n Trips on the train or bus to local places of interest are part of the childminder's curriculum. For example, children visit a local nature reserve and the beach. Children develop and awareness of festivals, such as Chinese New Year and

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need to do better?

Diwali by making special artefacts. However, children are not developing a deep understanding of communities and lives different to their own or recognising what makes them unique.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands what to do if she has concerns about any of the children in her care. She is confident in how she would manage any allegations about herself. She ensures her knowledge of safeguarding children is kept up to date by attending local authority briefing sessions. Hygiene practices, such as toilet training and handwashing, are given priority. The childminder practises evacuating her home via different routes and uses reins with children when walking by roads and the canal. She ensures the environment is tidy to reduce trip hazards. Children's food is prepared prior to children arriving to reduce any potential hazards within the kitchen area. The childminder has an awareness of choking hazards as she cuts fruit up into small pieces.

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should:

n use self-evaluation to reflect on, and identify, precise professional development opportunities, to further improve the quality of teaching n ensure children have the opportunity to develop an awareness of others and to recognise what makes them unique.

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Setting details

Unique reference number EY554554 Local authority Sefton Inspection number 10190162 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 0 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n This was the first routine inspection the childminder has received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken this into account in her evaluation of the setting. n The inspector and childminder discussed how the environment is set up. The childminder explained the curriculum she offers. n The inspector evaluated activities with the childminder and discussed the quality of education and learning opportunities she provides. n Parents were spoken to and their views were taken account of. n The inspector observed the children at play and tracked children's experiences and learning. n The inspector reviewed documentation, including paediatric first-aid certificates and insurance certificates. n The inspector checked evidence of the suitability of the childminder and household members.

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Inspection activities

11 August 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

11 August 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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