Childminder in Liverpool

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

Children develop loving bonds and settle quickly with the childminder. They enter the homely environment happily and are comfortable in their surroundings. Children snuggle in with the childminder when they feel tired and when sharing books. Children develop secure emotional attachments and enjoy the company of others.

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The provision is good

Children demonstrate positive attitudes towards their learning. Young children concentrate for long periods as they learn to post objects. They show a sense of pride as they achieve the task and beam with excitement as the childminder celebrates with them. As children attempt to put on their hats, they laugh as the hat falls to the floor and persevere as they have another try. Children play well together and show great care as they carefully rock the dolls to sleep. When children want to play with the same item they respond well to suggestions from the childminder. This helps children to develop high levels of confidence and self- assurance.

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The provision is good

Children benefit from opportunities to socialise with new people. They experience an abundance of outings in the community, such as trips to the beach, local parks and the library, where they enjoy a wide range of stories together. These experiences help to support children's social skills and their understanding of the world around them.

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need to do better?

n Parents say that they 'cannot rate the childminder highly enough'. They value the regular photographs and updates they receive about their children's care routines and education. Parents say that their children are making good progress with their development since they have started attending. This collaborative approach helps children to make good progress in their learning. n The childminder takes time to get to know each child well. She gathers information from parents about their children's likes and abilities before they start. Children's emotional well-being is well supported through the settling-in sessions. The childminder observes children and gets to know them individually to enable her to plan for their next steps in learning. Children settle quickly, meaning that they are ready to learn. n The childminder is skilled in helping children to gain good communication skills. Throughout activities, she provides a commentary and encourages interactions.

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need to do better?

She responds positively as babies point and reach for objects. She names the items, such as 'banana'. This helps to support children's understanding of single words. n The childminder has a good awareness of the areas of learning. She supports

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need to do better?

10 May 2022 children's mathematical development through play. For example, as children build with blocks, she models counting to five. She ensures babies have opportunities to fill and empty containers as they play freely with a selection of different objects. Children are developing an understanding of number and spatial awareness. n Children's health and well-being are promoted well. Children learn about good hygiene routines as the childminder regularly reminds them to wash their hands and wipe their noses. Children gain a love of healthy food choices. They smile as they see the fruit on offer at snack time, and babies eagerly point to their favourite option. Children regularly drink water throughout the day. Consideration is given to children's individual preferences and dietary needs. n At times, the childminder is not as effective in the organisation of the routine that ensures children remain engaged and challenged in their learning. For

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need to do better?

example, during times when she is busy carrying out tasks, she does not always ensure that there are plenty of learning opportunities and resources to keep children engaged. As a result, the focus on children's learning is not as effective at all times of the day. n The childminder uses a range of feedback from parents and children to review the service she offers. She ensures she attends mandatory training such as first aid. Although the childminder reflects on her practice, she does not always use this to identify opportunities for professional development to further develop her knowledge and skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of her role to safeguard and protect children. She can recognise possible signs of abuse and knows the safeguarding procedures to follow. She ensures her home is clean, safe and well maintained. The childminder supervises children well and teaches them how to keep themselves safe. For example, older children use knives safely as they ensure fruit is cut up for younger children to help to prevent choking. The childminder demonstrates her understanding of how to ensure children are kept safe when on outings. She has attended first-aid training and keeps records of accidents.

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should:

n consider the impact of the organisation of the routine on children's learning so that children benefit from all opportunities throughout the day to build on and extend their learning n identify professional development opportunities in order to further strengthen existing knowledge and skills.

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Setting details

Unique reference number EY492650 Local authority Liverpool Inspection number 10236716 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 2 Date of previous inspection 27 February 2017

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Information about this early years setting

The childminder registered in 2015 and lives in West Derby, Liverpool. She operates all year round, from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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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 she ensures that they are safe and secure. n A learning walk was completed with the childminder to discuss the childminder's intentions for children's learning. n The inspector observed the interactions between the childminder and children. n The inspector carried out a joint observation of an activity with the childminder. n Parents shared their views on the childminder with the inspector and written feedback was viewed. n The childminder provided the inspector with a sample of key documents on request.

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Inspection activities

10 May 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

10 May 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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