Helen Bretherton

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 are happy and settle well in the welcoming and homely environment that the childminder creates. Children form strong bonds with the childminder, who gives them plenty of reassuring cuddles and affection. They understand the high expectations that the childminder has of them and, consequently, behave very well. Children consistently show positive attitudes towards their play and learning. For example, once children have finished their breakfast, they are excited to go the playroom to see what the childminder has planned for the day. Young children are learning to play well together. The childminder teaches them the importance of rules and boundaries. She frequently praises children and supports them as they learn how to resolve minor disagreements. This helps the children to learn how to play cooperatively, as they show care and kindness towards others.

p.2

The provision is good

Children have ample of opportunities to explore the outdoors. For instance, in addition to the childminder's garden, they visit her allotment, the cathedral and the safari park. These first-hand experiences help to inspire children's sense of awe and wonder in the world and extend their interests further.

p.2

The provision is good

The childminder exposes children to a wide range of stories and rhymes and reads in a way that engages and excites them. Children enthusiastically join in and delight in showing the inspector the actions to their favourite rhymes. This helps children develop their literacy, language and communication skills. During the COVID-19 pandemic, the childminder delivered story packs to children and read to them online to sustain their love of books. This also helped children to build relationships with the childminder, which supported children to quickly settle back in to the childminder's setting once they were able to do so.

p.2

need to do better?

n Partnerships with parents are effective. The childminder gathers information about children's routines, including what they can already do when they start. She uses this information to plan and provide for children's individual learning needs. The childminder shares children's key achievements and individual care needs with parents to promote a consistent approach to children's development. The childminder offers parents guidance and advice on child development issues, such as toilet training and the use of dummies. Parents' written views are very favourable about the childminder and the care and learning she provides for their children. n The childminder supports children's early communication and language skills effectively. She models clear language when talking to the children and explains what unfamiliar words mean. For example, the childminder introduces interesting words, such as 'turquoise', as children hunt for objects of different

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need to do better?

21 March 2022 colours. n Children are provided with opportunities to socialise with other children of a similar age when the childminder meets up with other childminders from the local area. The childminder has found that this helps to build children's confidence and social skills, especially since the COVID-19 pandemic. n The childminder knows what the children can do and plans for their next steps. She liaises with outside agencies, such as speech and language specialist, when she has concerns to help narrow any gaps. Overall, children make good progress. n Children are helped to manage their own personal needs effectively. The childminder encourages them to put their own shoes and coats on before playing in the garden. She waits for children to have a go for themselves, before offering to assist. This helps to build on children's growing independence. n Children enjoy exploring physical play daily when they use the childminder's

p.2

need to do better?

garden. They have learned to climb and balance with confidence on a wide selection of resources. They skilfully fill up watering cans independently and water the flowers they have planted. Children use mathematical language when describing their watering can as 'heavy' and 'full'. n The childminder evaluates her practice well. She ensures that all mandatory training remains up to date. However, sometimes, the childminder does not show a deep understanding of how to challenge children's thinking to the highest level, so that children can make exceptional progress. Children would further benefit from the childminder extending her own professional knowledge in this area.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge of child protection issues, including wider safeguarding concerns. She is aware of the signs and symptoms that may indicate that a child is at risk of harm. The childminder knows who to contact if she has concerns about a child's safety or welfare. She keeps up to date with any safeguarding changes and updates her policies and procedures accordingly. The childminder teaches children how to assess risk for themselves. For example, she reminds them to only climb as high as they feel safe on the rope ladder.

p.3

should:

n develop their knowledge and skills to support children's thinking to the highest level so they make exceptional progress.

p.3

Setting details

Unique reference number EY560486 Local authority Liverpool Inspection number 10190576 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 0 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered 2018 and lives in Aigburth, Liverpool. She operates all year round from 8am to 5.30pm, Monday to Wednesday, during term time only. The childminder holds qualified teacher status.

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 this into account in the evaluation of the setting. n The childminder explained how her premises and the environment are used for children's individual learning. n The inspector asked the childminder questions throughout the inspection to establish her understanding of how to safeguard children. n The inspector took account of parents' written views provided for the inspection. n The inspector looked at relevant documentation and evidence of the suitability of persons living in the household.

p.4

Inspection activities

21 March 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

21 March 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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