Watkinson, Kate

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 show that they feel welcome and safe in the childminder's home. They settle in quickly and begin to play and chat. The childminder notices children's interests and knows what she wants them to learn next. This helps her to make children's learning meaningful and enjoyable. Children eagerly empty the props from a 'Very Hungry Caterpillar' story bag. Then they readily join in with the familiar tale. The childminder gives children time to remember what the items are called. Children proudly recall 'watermelon', but the word 'caterpillar' eludes them. The childminder tells children the word, then subtly returns to it later. The repetition promotes children's visible progress in understanding, remembering and saying 'caterpillar'.

p.2

The provision is good

The childminder establishes sensible, consistent boundaries for children's conduct. This supports children's emotional well-being and they develop self-control. Children learn to take turns and to not peep, when they play a game of hiding and seeking some seashells. This builds children's social development, because they know how to follow rules for joining in with group games. Parents and carers praise the way that the childminder gathers information about children's preferences and care routines. The two-way communication contributes to positive relationships that support children's welfare and development. Children's obvious trust in the childminder helps to promote their confidence and learning.

p.2

need to do better?

n The childminder intends children to become self-motivated learners. Pre-school children enjoy completing jigsaw puzzles. The childminder chooses interesting puzzles that offer children challenge. Then she gives children just the right amount of guidance and encouragement to ensure that they succeed. All children make good progress and develop a positive attitude to education. n Children's early literacy is promoted well. They enjoy hearing new stories and join in happily with familiar ones. Pre-school children copy the childminder. They play the role of the teacher and share books with younger children. Children learn that books are a source of interesting information and pleasure. n The childminder and children hold conversations that help children to make links in their learning. When the hungry caterpillar eats through a slice of salami, children remember a time when they ate salami themselves. However, there are

p.2

need to do better?

occasions when the childminder asks children questions that interrupt, rather than extend, their thinking. This does not promote children's deepest involvement in their learning. n The childminder uses her knowledge of child development to help her to sequence children's learning. Babies explore the interesting shapes and textures in a treasure box. The childminder joins in with pre-school children's role play

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need to do better?

26 June 2024 about food preparation. Her interventions help children to learn more about healthy eating. Children of all ages find something to challenge them when they press and turn switches on a fascinating light-up toy. This helps them to develop hand and finger strength and they learn to use technology. n The childminder completes training and builds new knowledge into her curriculum. An online course about promoting mathematical development helped the childminder to find more opportunities to count and use numbers with children. Children combine mathematics with botany. They measure the height of sunflowers and wonder why some have grown taller and stronger than others. n The childminder teaches children habits that promote their good health. Children learn to pour water into drinking cups. They begin to understand why they must drink more fluid on hot days. When children are reluctant to pause their play and

p.2

need to do better?

re-apply sun cream, the childminder is patient but firm. Children know that continuing their outside play means that they must follow sun-safety routines. This promotes their health and safety. n Children learn about the wider world. The childminder tells them the names of the countries where her wide variety of percussion instruments originate from. Children bring postcards back from family holidays. Children of all ages have fun reading and hearing a familiar story in different languages. They learn to accept and respect differences between people and cultures. n The childminder failed to inform Ofsted about a significant matter regarding her provision in a timely way. This is a breach of legal requirements set out in the 'Statutory framework for the early years foundation stage'. However, the childminder has managed the matter appropriately and there is no impact on the children she cares for.

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 consider more carefully whether a question will deepen or interrupt children's thinking.

p.3

Setting details

Unique reference number EY429924 Local authority Wirral Inspection number 10351362 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 14 Date of previous inspection 30 October 2018

p.4

Information about this early years setting

The childminder registered in 2011 and lives in Greasby. Her provision operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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 setting. n We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The childminder told the inspector about the intentions for her curriculum. The inspector and the childminder carried out a joint evaluation of an activity. n The inspector spoke with parents and read their written feedback. She took account of their views. n Documents used in the childminder's setting were sampled and evaluated by the inspector. n The inspector observed interactions between the childminder and the children. She spoke with children.

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Inspection activities

26 June 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

26 June 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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