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 extremely happy and enjoy their time at this setting. The childminder has built secure bonds with each child and provides a home-from-home environment for them. The children move around the setting confidently and choose resources they wish to play with. They play alongside their friends, sharing and taking turns, and they treat each other and the childminder with respect.

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The provision is good

The childminder supports children's communication and language very well. She speaks to children in a calm manner and uses language that they will understand. For example, when the childminder speaks to older children, she asks questions to encourage them to think and respond. Younger children are given one-word prompts and the childminder models keywords to them to develop their language and build their vocabulary. Children enjoy weekly visits to the local 'little library'. The children exchange their chosen books and enjoy reading them at the setting and at home. As a result, children's communication and language are developing as well as their love of books. Children are aware of how to keep themselves safe. For example, they remind the childminder to 'stop, look and listen' when crossing the road. They hold hands and walk close to the wall, away from the road. Consequently, children learn about keeping themselves safe.

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need to do better?

n The childminder provides a curriculum that is based around children's interests, and she uses her secure knowledge of what children can do and need to learn next. The childminder spends time with each child throwing and catching a ball. She adapts the activity for each child to provide the necessary challenge for them. For example, the childminder asks each child to stand a different distance from her and also introduces how to bounce a ball for those who are capable of attempting this skill. Therefore, children are making the progress they are capable of. n Children are supported very well with their physical development. For example, the children enjoy scooping sand and making sandcastles. They enjoy balancing on structures they have built and confidently push themselves along on bicycles. Children confidently fasten zips on their coats and put dressing-up clothes on independently. As a result, children are developing their small- and large-muscle

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need to do better?

skills. n Children behave very well. They are polite and respectful. The children have positive attitudes towards their learning. For example, children have a go and persevere when learning to pour their own drinks. They also practise their pouring skills in the sand and are proud to show the childminder when they succeed. The childminder consistently praises children for their efforts. Consequently, children understand the expectations of them.

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need to do better?

16 May 2023 n The childminder understands the importance of professional development and reflecting on her practice. She researches to learn about new ideas and also watches webinars to update her knowledge. However, the childminder has not attended any recent training to develop her teaching to take children's learning even further. n The childminder encourages children to lead healthy lifestyles. She provides nutritious snacks and meals. The children enjoy talking about their favourite fruit and say, 'It makes you strong.' Children have ample opportunities to play outside, and they have access to fresh drinking water throughout the day. Children feed themselves, wash their hands and put their own coats on. Older children assist younger children with their coats. Consequently, children are developing their independence. n Parents speak highly of the childminder. They say that she is caring and provides a welcoming home for their children. Parents say that their children

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need to do better?

look forward to attending the childminder's setting and are making progress in their learning. The childminder uses an electronic system to communicate with parents about their child's day and to provide developmental updates. She also sends books home that children have chosen from the 'little library' for them to read with their family. Consequently, children benefit from a positive partnership between home and the setting.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her role in protecting children from harm. She knows how to refer any concerns she has and who to refer them to. The childminder understands her responsibility to report any concerns regarding other professionals she comes into contact with. The childminder completes detailed paperwork for accidents, medication and incidents. The setting is clean, maintained well and free of hazards. Children learn how to keep themselves safe. For example, they know to hold hands and to stay safe near roads.

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should:

n strengthen arrangements for professional development in order to take children's learning even further.

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Setting details

Unique reference number EY546752 Local authority Sefton Inspection number 10280485 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 21 September 2017

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Information about this early years setting

The childminder registered in 2017 and lives in Southport. She operates from Monday to Wednesday all year round, except for bank holidays and family holidays. Sessions are from 8am to 6pm on Monday and Tuesday. On Wednesday, sessions are from 8am to 5pm.

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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 setting. n The childminder and the inspector had a learning walk to understand how the provision and the curriculum are organised. n The inspector held discussions with the childminder and children at appropriate times during the inspection. n A planned activity was jointly evaluated by the inspector and the childminder. n The inspector viewed a sample of documents, including a record of the childminder's qualifications and training, policies and procedures. n The inspector took account of written feedback from parents.

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Inspection activities

16 May 2023 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

16 May 2023 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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