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 Not applicable

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The provision is good

Children are at ease in the care of the nurturing and professional childminder. They form strong attachments to the childminder, who is kind and sensitive to their individual needs. Children follow the well-established routines and confidently help to achieve tasks. For example, when they hear the tidy up-song, they immediately help to tidy away the resources. They dance together to the song and when the childminder joins in, they giggle. Relationships are respectful and responsive.

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The provision is good

Children's emotional needs are extremely well supported. The childminder regularly labels emotions and children show great compassion as they ask her how she is feeling. Children behave well and when minor disagreements occur the childminder responds sensitively. She introduces calming techniques throughout the day, for her and the children to take part in.

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The provision is good

Children demonstrate positive attitudes towards their learning. They concentrate for long periods during self-chosen play and are keen to join in with planned activities. They independently use the accessible resources, which are linked to their interests. Children remember what they have been taught and join in with words from their favourite stories. They act out, 'The Three Little Pigs' and encourage visitors to join in with the words and actions. Children have fun and make good progress in their learning.

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need to do better?

n The childminder is responsive and demonstrates a genuine enjoyment in her work. She works closely with other childminders and professionals and values the importance of regular training to enhance her practice. This supports the childminder to improve her practice over time. n The childminder promotes good health and hygiene practices. Children confidently wash their hands before they eat a meal. The childminder provides a range of healthy food options. She talks about the positive impact these items have on the children's bodies. Children independently stop to have a drink of fresh water throughout the day. Children are developing an understanding of healthy lifestyles. n Children are confident in their own abilities. They independently wash their faces after eating, using a mirror to ensure they wipe all of the food away. They pour their own drinks and cut up their strawberries at snack time. Children are proud

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need to do better?

of their achievements when they manage to complete tasks. n The childminder confidently talks about children's individual personalities, interests and learning needs. She uses her knowledge of the children to ensure that the activities provided support them to build on their skills. However, at times, the childminder quickly offers children suggestions or solutions, rather

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need to do better?

15 November 2022 than allowing them the time to think and solve problems for themselves. n Overall, the childminder supports children's communication and language development. She models language well, to ensure children hear the correct pronunciation of words. The childminder values and encourages role play and singing and introduces new language as children play. However, on occasions, she asks too many questions and does not allow enough time for children to respond. n The childminder supports children's physical well-being. For example, children benefit from opportunities to be physically active when they visit the local forest. They carry and push large objects, using their core strength and coordination. Children are making good progress with their physical skills. n Parents speak positively about the care their children receive. They describe the childminder as, 'much more than a childminder'. They report that she treats the

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need to do better?

children as if they were her own. Parents are kept well informed about their children's learning and state that their children have made good progress from their starting points. Partnership working is a particular strength of the childminder. n Children demonstrate a good understanding of early mathematical concepts. As they play, they spontaneously use mathematical language, such as 'heavy'. They look at the clock and talk about what time they go to bed. At snack time, the childminder introduces mathematical language, such as 'smaller', as children cut the fruit. Children's mathematical skills are developing well.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Children play in a safe and secure environment, both indoors and outdoors. The childminder attends regular safeguarding training to keep her knowledge up to date. She is confident about how to record and report any concerns and is familiar with the signs and indicators, which might suggest a child is at risk. She has an awareness of the local safeguarding issues in the community and excellent links have been formed with other agencies to support effective information sharing. The childminder is aware of what to do if an allegation is made against herself or a family member.

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should:

n allow children the time to problem-solve and come up with their own ideas to further challenge them in their thinking n enhance the use of questions so that children have time to think and respond.

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Setting details

Unique reference number 2592599 Local authority Liverpool Inspection number 10251289 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 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020 and lives in Liverpool. She operates Monday to Friday, 8am until 6pm, all year around, except for bank holidays and family holidays. The childminder holds a 3 three qualification in childcare.

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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 The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children communicated with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n The inspector carried out a joint observation of a group activity with the childminder. n The inspector viewed written feedback from parents. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

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

15 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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