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

Children are happy and settled in the childminder's home. They show that they feel safe in her care. When children feel unsure in new social situations, the childminder reacts to their needs quickly. Children who are new settle quickly and form strong attachments to the childminder and their peers. Children behave well and respond positively to the childminder, who treats them kindly and with respect. They are kind and considerate to each other as they share and take turns amicably. Children are confident to choose toys to play with from the good range available to them.

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The provision is good

Children are keen to share their learning and experiences with the childminder. For example, they bring their favourite books for her to read. Young children listen intently as the childminder reads an animal story. They use their memory skills as they recall the sounds that animals make. The childminder supports children to develop good language and communication skills. For example, she consistently repeats words back to younger children. She introduces new vocabulary as children play with toy farm animals, such as 'pigsty' and 'trough'.

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need to do better?

n The childminder has high expectations for children's learning. She gets to know children well and identifies what they need to learn next. The childminder uses the information she gains from her observations of children's learning to provide a broad and balanced curriculum. She prepares children well for the next stage in their education and school. n The childminder takes children on regular outings. For example, children visit toddler groups, farms, woodlands and the beach. Children get pleasure from running up and down the sand dunes, exercising in a fun way. This helps them to build their muscles and cardiovascular fitness. n Children enjoy the healthy fruits that the childminder provides for them. They are increasingly independent and feed themselves well. The childminder teaches children good hygiene routines, such as washing their hands before eating. Children develop a good understanding of healthy lifestyles.

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need to do better?

n The childminder helps children to recognise the feelings of themselves and others. For example, children learn when they are feeling tired or hungry. The childminder names these emotions, which help children to describe how they feel. Children tell the childminder when they are hungry and tell her when their younger peers become tired. Children exhibit positive behaviour and kindness towards others. n Children develop an understanding of learning about the similarities and differences between themselves and others. The childminder teaches them about other traditions, cultures and communities beyond their own. For example, children celebrate the Queen's Jubilee, make Diwali lamps and try out

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need to do better?

1 November 2022 foods from other countries. n Parents comment that their children are happy and settle quickly with the kind and caring childminder. They say that their children come home using new words that they have learned at the setting. The childminder sends home games, activities and resources, for parents to help continue their children's learning at home. n Children develop a love of books. The childminder encourages older children to join in with telling stories to the younger children. She engages younger children well, supporting them to count the objects on the pages. Children are keen to repeat words and phrases, and eagerly finish the end of sentences. They make good progress in their speaking skills. n The childminder ensures that her professional development is kept up to date, including safeguarding and first aid. She accesses additional training, such as short online webinars. However, the childminder does not precisely target

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need to do better?

professional development that will have the maximum impact on the educational programme. n The childminder does not consistently share information with other settings that children attend to provide further continuity in their learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has an in-depth knowledge of safeguarding policies and procedures. She knows the areas of abuse and the changes in behaviour that would cause her concerns about a child's welfare. The childminder is aware of who to contact regarding a child protection concern. She accesses regular safeguarding training, including about radicalisation, county lines and child exploitation. The childminder completes risk assessments in her home and on outings. These help her to ensure that children are safe and secure. Since the COVID-19 pandemic, parents drop off and collect children at the door. The childminder has maintained these measures to help to ensure children's continued safety during handovers.

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should:

n focus professional development more sharply to help to raise the good quality of the educational programme further n strengthen partnerships with other early years settings that children attend and ensure that information is shared consistently about children's learning and development.

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Setting details

Unique reference number 310741 Local authority Sefton Inspection number 10234496 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 6 Date of previous inspection 29 March 2017

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Information about this early years setting

The childminder registered in 1993 and lives in Formby, Liverpool. She operates all year round, from 7.30am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides funded early education for four-year- old children.

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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 their evaluation of the childminder. n A learning walk took place and educational programmes were discussed. n Parents and children shared their views with the inspector. These views were considered. n The childminder and the inspector held discussions during the inspection. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning.

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Inspection activities

1 November 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

1 November 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

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

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