Cargill June

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

p.1

The provision is good

The kind and experienced childminder has high aspirations for all the children in her care. The strong bonds she builds with children help them to feel safe, secure and confident. For example, children giggle happily as they make up funny stories. They are eager to spend time with the childminder. The childminder plans her curriculum carefully to support children's learning. For example, children make a rectangle from sticks. The childminder asks them to count the corners. She supports them as they consider which sides of the rectangle are the longest. Children make good progress.

p.2

The provision is good

Children have a tremendous time developing their physical skills. They practise balancing on one leg like a flamingo. They run, jump, climb and slide outdoors. The childminder talks to children about building strong muscles. She knows the importance of children developing healthy lifestyles to support their general well- being. The childminder is consistent in supporting children's behaviour. She models positive attitudes to learning. Children understand good behaviours and behaviours that are not wanted. They share and take turns. Children show good manners, saying 'please' and 'thank you' to adults and each other.

p.2

need to do better?

n The childminder is committed to improving outcomes for children. For example, she has set up opportunities for childminders to share good practice and use professional discussions to support ongoing learning. This has helped her to adapt her curriculum, for example, to improve the teaching of early mathematics. n The childminder has a clear vision to support children in meeting and exceeding their developmental expectations. For example, she assesses children's current abilities using observation and discussion with parents. This helps her to plan learning opportunities that support children to build on their current knowledge and skills. As a result, children make good progress in all areas. n Partnerships are good. The childminder knows that children learn best when learning is consistent. She works in close partnership with parents. For example, the childminder discusses children's next steps with parents. She offers

p.2

need to do better?

resources and ideas to help children continue their learning at home. Children benefit from consistent learning experiences. n The childminder helps children to recognise and discuss emotions. For example, during a story session, children talk about a character being sad. The childminder discusses different emotions and behaviours. Children learn to express themselves and consider how their behaviour might make others feel. n Children generally engage well in learning. They are delighted as they follow a recipe for 'stick tea'. Children count out flowers, pebbles and scoops of sand.

p.2

need to do better?

6 June 2024 They follow a sequence of instructions, and they practise their counting skills. However, the childminder does not consistently consider when to support younger and less-confident children, to help them to engage in activities. n The childminder helps children to think and experiment. For example, she uses good questions, such as 'what is your plan?' and 'how could you fix it?' as children build. They persevere as they work out the best way to tie sticks together. Children learn to problem-solve as they test out ideas. They show a positive attitude to learning. n The childminder wants children to be independent. She encourages them to complete tasks, such as putting on their own coats and shoes. The childminder supports children with good questions. For example, she asks children to think about what they would wear on their head on a sunny day. Children learn to consider ways to look after themselves. They become increasingly able to

p.2

need to do better?

complete self-care tasks. n Children's hygiene routines are good. They know to wash their hands after playing outside and before eating. Children explain that this removes germs that could make them poorly. The childminder builds on children's knowledge of good health. n Children develop a love of reading. The childminder reads stories well and children are enthralled. She supports children to discuss what is happening on each page and helps them to consider what might happen next. Children know phrases in familiar stories and enjoy repeating these with the childminder. They develop recall skills that will help them when they learn to read. n The childminder uses her curriculum to help children learn about nature. For example, children watch bees as they fly in and out of flowers. The childminder explains that they are collecting pollen. Children are interested to learn about bees making honey. The childminder teaches children to understand the world

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 support younger and less-confident children to engage more consistently in purposeful learning.

p.3

Setting details

Unique reference number 322139 Local authority Liverpool Inspection number 10335598 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 5 Date of previous inspection 21 June 2018

p.4

Information about this early years setting

The childminder registered in 1996 and lives in Liverpool, Merseyside. She holds an appropriate childcare qualification at level 6. The childminder operates her provision from 7.30am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder 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 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 spoke to the inspector about what they enjoy doing while with the childminder. n Parents shared their views of the setting with the inspector. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

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

6 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.

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