Gilsenan, Sara Louise

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

p.1

The provision is good

The childminder provides a warm and welcoming environment. Children develop close bonds with the childminder and her family. The childminder puts the children's individual needs at the heart of everything that she does. She gathers a range of information to help her to meet children's individual needs from the start. Her kind and nurturing approach helps children to settle quickly, feel happy and secure. The childminder has a good understanding of the children she cares for. She knows what each child needs to learn next and uses their developing interests to motivate them in their learning. For example, children's interest in a squirrel that visits the childminder's garden has been used to discuss wild animals. Children recall leaving food for the squirrel and eagerly discuss the need to be quiet so as not to frighten the squirrel away. Opportunities such as these help to develop children's empathy and interest in the world around them.

p.2

The provision is good

Children are familiar with the childminder's routines. They understand what is expected of them. Overall, the childminder is an effective role model. She sensitively supports children to understand the impact that their behaviour may have on others. This supports children to develop their consideration for others and creates a harmonious learning environment. All children behave well.

p.2

need to do better?

n The childminder understands the steps that children must take and in which order, to make good progress. For example, she understands that children need lots of opportunities to pull themselves up and balance before they take their first steps. This knowledge is used well to develop a curriculum that is sequenced effectively. Children make good progress from their starting points. n Overall, children are developing good communication skills. The childminder talks to them about what they are doing as they play. She asks questions and gives children time to think and respond before offering her help further. However, the childminder does not consistently model the pronunciation of words accurately. For example, she refers to dogs as 'doggies'. This means that children's use of language is not extended as precisely as possible. n The childminder uses opportunities throughout the day to develop children's

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need to do better?

mathematical skills. For instance, when children tidy toys away, they are encouraged to count things back into baskets and to sort the different toys. With the childminder's help, children learn to count correctly and to solve problems through their discussions. n Children have lots of opportunities for physical development. They build their coordination and learn about movement and rhythm while dancing to familiar songs. They practise their balancing skills and develop strength on regular outings to local parks.

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need to do better?

24 April 2024 n Children are encouraged to be as independent as possible. For example, young children confidently use cutlery to feed themselves at lunchtime. Furthermore, children are encouraged to make choices about what they would like to play with. The childminder encourages children to be mindful of their own and each other's safety. For example, she encourages children to tidy away their toys when they have finished playing with them so that they do not trip. Opportunities such as these help children to develop their independence in readiness for their eventual move to school. n Partnerships with parents are strong. The childminder speaks with them daily and shares updates about their child's learning and development. She provides resources that parents can use at home to support their child's learning. For example, the storybook loan box supports parents in developing children's love of reading at home. Parents value the strategies the childminder shares on

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need to do better?

topics such as toilet training and the use of dummies. This helps parents to support and extend their child's learning at home. n The childminder reflects on the quality of the service she provides. She seeks the views of parents when evaluating her provision. The childminder ensures that all mandatory training in undertaken in a timely manner to keep up to date. However, opportunities to target further professional development are not considered in order to help in extending her knowledge and skills further.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n model words accurately to help build children's communication and language skills n target opportunities for further professional development precisely, to help build on existing knowledge and skills.

p.3

Setting details

Unique reference number 503914 Local authority Liverpool Inspection number 10335193 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 3 Number of children on roll 7 Date of previous inspection 7 June 2018

p.4

Information about this early years setting

The childminder registered in 2001 and lives in Wavertree, Liverpool. She operates all year round from 7.45am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for three- and four-year-old children.

p.4

Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder and the inspector discussed the childminder's curriculum and her intentions for children's learning. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector and the childminder jointly evaluated an activity and discussed the teaching and learning outcomes. n The inspector spoke to children and the childminder at appropriate times throughout the inspection. n Parents' views were considered through written feedback provided. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

24 April 2024 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

24 April 2024 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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