Erin Lynne Royle

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

The childminder provides a welcoming and homely environment for children. Her kind and caring approach supports children's personal development well. Children form strong attachments with the childminder. They show that they feel happy, safe and secure in her care. The childminder has high expectations for children's behaviour. For example, she offers children gentle reminders to encourage them to take turns. The childminder praises children often. As a result, children behave well and are polite. They build close friendships and take responsibility to help each other. For instance, children work well together to complete jigsaw puzzles. They offer suggestions about where pieces might go. Children show high levels of confidence and self-esteem. They are keen to help the childminder with simple daily tasks. For example, children put away toys when asked to help to keep the environment tidy. This helps them to develop a sense of responsibility.

p.2

The provision is good

The childminder has provided support for parents and their children during the COVID-19 pandemic. For example, she maintained contact through telephone calls, video calls and text messages. The childminder provided home-learning packs, so that parents could support their children's learning at home. This helped her to keep in touch and reduce any anxieties quickly when children returned to her care.

p.2

need to do better?

n The childminder designs a curriculum, so that children make good progress, including those who are in receipt of funded early education. She provides parents with regular information about their child's development, including a comprehensive report when children are two years old. The childminder identifies gaps in children's learning and provides extra help if needed. For example, she supports children to gain confidence and encourages sharing. n The childminder is a skilful teacher. She plans activities and experiences that children thoroughly enjoy and learn from. The childminder gives children plenty of opportunities to revisit and practise new skills. For example, children snuggle up with the childminder to share stories. They learn new words, such as 'igloo', and remember previous learning about 'wild' and 'domestic' animals. The childminder encourages them to predict what happens next in the story.

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need to do better?

Children join in with familiar phrases and develop good language skills. n Children listen and concentrate well. They are highly motivated and show a positive attitude to learning. For example, children enjoy being physically active during a dance session. The childminder encourages children to move their bodies and tap sticks to the rhythm of a song. Children march and stomp, squealing with delight. n Children practise their early literacy skills in enjoyable ways. For example, they are keen to create Christmas cards. Older children skilfully write letters from

p.2

need to do better?

6 December 2021 their names. Younger children are beginning to link the letters of their name with the sounds that they make. n The childminder builds good partnerships with parents. Parents write positive comments about the care their children receive. For example, one parent writes, 'The activities, topics and little outings planned are just wonderful.' However, the childminder has not established highly effective partnership working with other childcare providers that children attend to further support their smooth transitions to these settings. n The childminder has a clear overview of the quality of her setting. She seeks the views of parents and children when making any changes. The childminder accesses training to help to keep her knowledge and skills up to date. n Children are independent and manage their personal needs well. For instance, they collect a tissue, blow their nose, throw the tissue in the bin and then wash

p.2

need to do better?

their hands afterward. Children have a secure knowledge of following good hygiene practices. n The childminder supports children well in learning to keep themselves safe. For example, she teaches them how to use cutlery carefully when they butter their toast at snack time. The childminder talks to children about what foods are healthy. Older children recall their past conversations stating, 'If I don't brush my teeth, I might get a cavity.' They understand what the implications are if they do not care for their teeth properly.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder keeps her safeguarding knowledge up to date. She has a secure knowledge and understanding of child protection issues. The childminder knows the signs and symptoms that would cause her concern about a child's welfare and how to report these. She is alert to possible indicators that a child or family may be at risk of being drawn into extreme behaviours or ideas. The childminder works hard to ensure that the environment is safe. She completes regular risk assessments and supervises children well in all areas of the premises.

p.3

should:

n enhance partnership working with other childcare providers that children attend to further support children's smooth transitions to new settings.

p.3

Setting details

Unique reference number EY557055 Local authority Sefton Inspection number 10174997 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 7 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Southport. She operates all year round from 7.30am to 5.30pm, Monday to Wednesday, 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.

p.4

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder spoke to the inspector about their intentions for children's learning. n The inspector observed the quality of education being provided and assessed the impact this was having on children's learning. n The childminder and the inspector discussed how the curriculum had been implemented and the impact this has had on children's learning. n The inspector observed the interactions between the childminder and children.

p.4

Inspection activities

6 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

6 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

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