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 Good

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The provision is good

The childminder provides a home-from-home environment for children. She has a very nurturing nature and children respond well to her sensitive interactions. The childminder observes children carefully and responds quickly to their emotional needs. She is readily available with a reassuring cuddle when required. Children form strong attachments with the childminder. New children settle very quickly and show that they feel happy, safe and secure in her care. Children behave well and take turns, enjoying each other's company.

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The provision is good

Children learn about difference and diversity outside of their own communities. For example, they visit multicultural shops to buy ingredients to make a Jamaican stew. Children investigate the textures of unusual fruits and vegetables grown in other countries. They try out new tastes, such as plantain and yam. The childminder provides rich learning experiences that help children to learn about the wider world in which they live.

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The provision is good

The childminder has provided support for parents and their children during the COVID-19 pandemic. For instance, she maintained contact through video calls and text messages. The childminder provided home-learning activities so that parents could support their children's learning at home. This helped her to stay in touch with children and families, and minimise any anxieties swiftly when children returned to her care.

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need to do better?

n Overall, the childminder designs a broad and balanced curriculum so that children develop knowledge and understanding across all areas of learning. She observes children as they play and identifies what they know and what they need to learn next. However, the childminder does not consistently make the best use of planned teaching opportunities. This means that, at times, some adult-led activities do not always keep children fully engaged. n The childminder is keen to teach children about how they can live sustainably to help to prevent damage to the environment. For example, children learn how to recycle and reduce waste. They go with the childminder to specialist shops to refill food jars, such as with cereal and rice. This supports them to learn about using reusable items and products with minimal or no packaging. n The childminder takes children on frequent trips into the community. They regularly visit the local flower garden, where children go on nature trails.

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need to do better?

Children learn about the changes that take place across the seasons and how to identify birds from the sounds that they make. This helps children to develop good listening and attention skills. n Children enjoy visiting local playgroups where they take part in singing activities.

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need to do better?

14 February 2022 These social experiences help them to make relationships with other children, supporting their growing confidence and self-esteem. The childminder takes children to wide-open spaces where children enjoy running about in the fresh air and taking part in physical exercise, such as ball games and sack races. n The childminder promotes children's early communication and language skills well. She holds interesting conversations with children, listening carefully to them when they speak. Children thoroughly enjoy sharing books and stories with the childminder. They listen intently, and enthusiastically talk about what they can see on each page. The childminder pauses as she reads and children join in with familiar words. This helps children to develop a love of reading. n The childminder builds good partnerships with parents. Parents speak positively about the care and education their children receive. For instance, one parent

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need to do better?

describes how the childminder has been instrumental in helping their child to become more confident in skills, such as toileting, putting on coats, and interacting socially with others. n The childminder models positive behaviour to children. She talks to children with respect and encourages them to play well together. For example, she praises children when they are being kind to each other. n The childminder accesses statutory training to help keep her knowledge up to date. However, she has not placed sufficient focus on identifying other professional development opportunities. This limits her understanding of how to enhance the quality of teaching further.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of child protection issues. She knows the signs or symptoms that may indicate possible abuse to children. The childminder ensures that the contact details for local services are easily available. She knows who to contact should she be concerned about a child in her care. The childminder completes thorough risk assessments for her home to ensure children play in a safe and suitable environment. She supports children to follow strict hygiene routines. For instance, children know to wash their hands after blowing their nose to prevent the spread of infection.

p.3

should:

n strengthen curriculum planning to ensure that teaching opportunities consistently promote all children's learning to the highest level n sharpen the focus on professional development opportunities and enhance the quality of teaching further.

p.3

Setting details

Unique reference number EY363233 Local authority Sefton Inspection number 10219730 Type of provision Childminder

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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 2 Date of previous inspection 24 August 2016

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Information about this early years setting

The childminder registered in 2007 and lives in Crosby, Liverpool. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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 inspector observed the interactions between the childminder and children. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

14 February 2022 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

14 February 2022 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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