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

p.1

The provision is good

The childminder creates a calm and friendly environment. Children are happy and settled and they thoroughly enjoy spending time here. The childminder supports children well. She provides comfort and reassurance when children are unsettled. This helps to build up their self-esteem. The childminder creates close bonds with children. She has high expectations of all children and is a positive role model. The childminder encourages children to use good manners. Children behave well and they demonstrate that they feel safe and secure.

p.2

The provision is good

The childminder creates a broad curriculum. She prioritises children's social development. The childminder plans copious opportunities for children to practise turn taking and sharing the equipment with each other. When any disputes do occur, the childminder deals with them promptly and effectively. Children have opportunities to mix with larger groups of children as they attend childminding groups.

p.2

The provision is good

Opportunities to develop children's growing independence are well supported. The childminder has carefully planned the learning environment to allow children to access all resources by themselves. Children show great control as they pour their own drinks at snack time. They confidently wash their own hands. Children show a great sense of pride in the activities they complete by themselves. This helps to build children's self-confidence.

p.2

need to do better?

n The childminder knows children well. She plans activities with children's current interests in mind. The childminder has a good understanding of where children are up to in their development. She plans appropriate next steps in their learning. Children make good progress from their starting points. n The curriculum for understanding the world is well planned. Children benefit from a range of outings. For example, the childminder takes children to the local park, farm, library and museum. Children identify the animals and the noises animals make on their farm trips. These interesting outings help children learn about the world around them. n Overall, children's communication and language skills are promoted well. The childminder provides children with enough time to process questions so they can answer. However, the childminder does not always provide children with clear instructions during transition times, such as tidy up time and snack time. This

p.2

need to do better?

confuses children and they sometimes become upset because they do not know what is happening next. This occasionally prevents children from fully understanding the routines and expectations. n Diversity is promoted well. The childminder celebrates festivals with children and

p.2

need to do better?

2 May 2024 they try foods from other countries. She learns words from children's home languages to use with them at her setting. This helps children learn about the similarities and differences between themselves and others. n The curriculum for children's physical development is well planned. The childminder plans opportunities for children to practise their hand-eye coordination as they complete threading activities. She supports children to roll and flatten the play dough with their hands. This helps to develop children's small-muscle movements. n Parent partnerships are strong. Parents praise the childminder for the home- from-home environment that she creates. The childminder keeps parents updated about children's development. She lends books and activities to parents to help them carry on learning at home. This helps to provide continuity in children's care and development. n Overall, children's literacy development is promoted well. Children have free

p.2

need to do better?

access to a range of books, which they look at independently. The childminder introduces children to nursery rhymes and action songs. However, the routine for story time sessions have not been embedded and the childminder does not always consider how to maintain children's focus. The background music and toys easily distract children. Consequently, children loose focus and they walk off to play with the toys around them. This impacts on children's ability to engage fully in their story time session. n The childminder evaluates her provision accurately. She reflects on and identifies strengths and areas to improve within her practice. The childminder ensures she keeps her mandatory training updated. This helps to promote continuous improvements. n Children behave well. They are kind and helpful. For example, children comfort each other with a cuddle when they become upset. The childminder praises children for their positive behaviour. This helps to build up children's self-esteem.

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 strengthen the organisation of story time to help children remain engaged and actively involved n provide consistently clear instructions to help children further understand the routines during transition times.

p.3

Setting details

Unique reference number EY498953 Local authority Liverpool Inspection number 10335801 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 6 Number of children on roll 3 Date of previous inspection 27 June 2018

p.4

Information about this early years setting

The childminder registered in 2016 and lives in Walton, Liverpool. She operates all year round from 8am to 5pm, Monday to Friday, except from bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 5.

p.4

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 quality of education was observed, and the inspector assessed the impact this has on children's learning. n The inspector and the childminder completed a learning walk and discussed the intent of the curriculum. n The childminder and the inspector evaluated an activity together. n The childminder and the inspector held ongoing discussions throughout the inspection. n The inspector took account of parents' views about the childminder's setting. n The childminder provided the inspector with a sample of key documentation on request. n Children were spoken to at appropriate times.

p.5

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.

p.5

Inspection activities

2 May 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6