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 settle very quickly in this caring and nurturing environment. They thoroughly enjoy the childminder's warm and positive interactions and are happy in her care. Children develop strong bonds and attachments with the childminder. They are eager to engage in conversation and talk about their interests and views. Children confidently ask questions and request help, when needed. The childminder has high expectations for every child. She plans experiences to help children to recall previous learning and to develop their language and literacy skills. For example, children remember familiar animals and make corresponding animal sounds as they play with small-world toys. The childminder uses these opportunities to teach children new words, such as 'squid' and 'hammerhead shark'. Children independently recognise letters in and around the environment and sequence them to form their name. This helps children to prepare for their move to

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The provision is good

The childminder takes children on outings to places of interest, such as the local playgroup. The childminder adapted well to the challenges faced due to the COVID-19 pandemic. When children were unable to go to playgroups and activity centres that were held indoors, she worked tirelessly to ensure children were provided with regular outdoor outings in the local community. This helped to promote children's enjoyment of learning and their social skills as they played safely outdoors with children.

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need to do better?

n Children are learning the social skills they need to develop positive relationships with others. The childminder encourages children to share their achievements and to invite others to join in with their play. For example, they laugh as they smash the ice together and reveal an animal hidden within. They praise each other's efforts and for being strong. n The childminder provides children with opportunities that they may not experience elsewhere, such as, trying different foods they will not eat at home. Parents praise the variety of activities provided by the childminder. They say they appreciate the importance of these early experiences in helping to prepare children for school. n The childminder has developed an effective programme of professional development and attends regular training. She attended training on healthy food for young children. As a result, the childminder provides nutritious meals and

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need to do better?

encourages children to make healthy choices. However, she does not consistently use her new knowledge of effective teaching strategies to help children to make the best possible progress. n The childminder uses her assessments of children's prior learning well to help

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need to do better?

7 December 2021 children to achieve their next steps in learning. She plans activities based on what they are interested in. However, occasionally, she does not always maximise opportunities to challenge children, to promote their learning to the highest possible level. n Parents are provided with useful ideas, storybooks and homework bags, to help them to contribute to their child's learning and development at home. Parents state that the childminder helps their children to try new foods and learn new songs, dances and skills. n The childminder engages effectively with parents, schools, speech and language therapists and other local services, when needed. This ensures a consistent approach in helping children to swiftly get the support they need to make good progress. n The childminder has high expectations of children and gives gentle reminders to guide their behaviour. Children behave very well and are kind and helpful to

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need to do better?

their friends. They remind each other before snack to wash their hands in order to wash away the germs. n Children's uniqueness is valued by the childminder. She reminds children of previous learning and praises them as they play. This helps children to feel confident and self-assured. Children choose familiar activities, such as building a train track. They construct intricate tracks for the trains with high levels of enthusiasm and excitement. They whoop with glee as the train travels under and over the bridges.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Safeguarding policies and procedures are implemented effectively. The childminder uses these to underpin her robust knowledge and practice, to protect children from harm. She understands how to promptly identify and act upon any concerns that a child may be being abused or neglected. Training on matters, such as the 'Prevent' duty, enables her to safeguard children from extreme views and behaviours. The childminder completes thorough risk assessments and ensures that children's safety is her highest priority.

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should:

n maximise opportunities to use the knowledge acquired from professional development to enhance children's learning and progress n develop the curriculum further to ensure all children are sufficiently challenged and supported to build on their knowledge and skills.

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Setting details

Unique reference number EY559546 Local authority Sefton Inspection number 10190399 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 12 Number of children on roll 9 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Southport. She operates all year round from 7am to 7pm, Monday to Sunday, except for bank holidays and family holidays, and offers overnight care. The childminder holds a childcare qualification at level 3. The childminder works with an assistant.

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Inspection activities

n This was the first routine inspection the childminder 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 the evaluation of the childminder. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The childminder and the inspector completed a learning walk and jointly evaluated an activity together. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection and obtained parents' views through discussion and written feedback.

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Inspection activities

7 December 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

7 December 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

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

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