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

Children flourish in this stimulating, secure and homely environment. The childminder takes children on trips to the duck pond, playgroups and local parks. This allows children to familiarise themselves with the community and learn about nature. For example, they visit the ducks and their ducklings, and keep a watchful eye out for environmental changes. Children are keen to explore as they take their magnifying glasses outside to spot creatures. The childminder boosts children's curiosity, awe and wonder. Sequences in learning are evident through a well- designed curriculum.

p.2

The provision is good

Children's starting points are carefully considered along with their interests. This shapes children's next steps, which make their learning opportunities relevant. Children show high levels of concentration and link personal experiences to their imaginative play. For instance, children care for the dolls by dressing and feeding them while talking about their siblings. This personalises learning, making it meaningful for the children.

p.2

The provision is good

The childminder takes every step to ensure that children become increasingly independent. She teaches the children vital self-help skills, such as washing their own hands, pouring their own water and taking off their own shoes. This prepares children for the next step in their learning journey when they enter a school environment.

p.2

need to do better?

n Communication and language are at the heart of all that the childminder delivers and teaches. She articulately demonstrates clear and precise language to the children, modelling words and sentences. This running commentary provides a language-rich experience. In turn, children speak in clear, full sentences. This shows that children understand and listen attentively. n The childminder plans a broad range of activities across the seven areas of the curriculum. For instance, during the exploration of 'The Very Hungry Caterpillar', children learn about the life cycle of a butterfly. The childminder teaches children new vocabulary, provides opportunities for counting, and promotes children's physical development as they discover different ways of moving like a caterpillar and butterfly. Learning is sequenced and differentiated well, ensuring that each child has meaningful experiences. n Children access high-quality resources that support their understanding and

p.2

need to do better?

learning. However, in some instances, the curriculum is not sequenced as effectively to promote children's learning. During these occasions, children are less engaged. n The childminder recognises that children need to learn about emotions and how

p.2

need to do better?

16 May 2024 to deal with them. For example, when one child takes a toy from another, the childminder talks to the children about sharing fairly and how we can make others feel better. As a result, children learn to regulate their actions and consider others, showing respect with phrases such as 'I'm sorry' and 'are you alright now?'. n The childminder provides children with healthy, balanced meals and snacks. She caters for children with allergies, liaising closely with parents. Further independence is promoted as children peel and carefully slice their fruit, under the supervision of the childminder. This supports children in making healthy choices around food and instils an awareness of keeping safe. n Good communication links are in place with local schools and nurseries that children move on to. These positive interactions with the wider community allow children to be able to talk about their transition. This creates an element of

p.2

need to do better?

excitement for children and builds on the positive attitude to learning they already have. n The childminder works effectively with parents. She shares children's progress checks and identified next steps with parents and discusses any concerns. Parent questionnaires are sent out regularly and used to create a full picture of what each child needs to progress further, while taking into account what the child enjoys. Parents feel valued and involved in their children's education, which creates consistency in children's care and education. n The childminder is committed to keeping up to date with professional development. Her knowledge of new legislation and training is filtered down into ensuring that her home is safe and an educational platform for children to learn and develop.

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 sequencing of the curriculum to more effectively support children's learning and promote their engagement, thinking and ideas.

p.3

Setting details

Unique reference number EY498466 Local authority Liverpool Inspection number 10335492 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 18 June 2018

p.4

Information about this early years setting

The childminder registered in 2016 and lives in Tuebrook, Liverpool. Her provision is open all year round from 7.30am to 5.30pm, Monday to Thursday, except for bank 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 childminder. n The childminder showed the inspector the premises and discussed how they ensure that they are safe and suitable. 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 The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on the children's learning. n The inspector observed the interactions between the childminder and children. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector observed lunchtime, including the children's interactions, the

p.5

Inspection activities

choice of food given and hygiene routines. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views of the setting via questionnaires and written feedback.

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

16 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