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 Requires improvement

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The provision is good

The childminder provides a warm and caring environment in which children can grow and develop. She understands that children learn best when they feel safe and secure. The childminder welcomes the children warmly as they arrive offering kind words and lots of cuddles. Consequently, children settle quickly and are soon absorbed in their play and learning. Well-established daily routines give children a sense of security as they know what is happening next. The childminder places great emphasis on helping children learn how to keep themselves safe. For example, children learn how to cross the road safely and understand the importance of sitting down while eating.

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The provision is good

Overall, children behave well. For example, they say 'thank you' to the crossing patrol person as they cross the road. The childminder offers children gentle reminders about conduct, alongside a wealth of praise. As a result, children learn to share their toys, take turns and to be kind to one another. The childminder supports children to understand their own and others' feelings. Children have opportunities to express their thoughts. They are confident to put forward their ideas as to what they want to do next, such as playing with the fishing game. The childminder nurtures the children's independence from a very young age. Babies learn to hold their bottle and to feed themselves. Older children help to tidy away their toys. This fosters their confidence and self-esteem.

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need to do better?

n The childminder has taken steps to improve her personal and professional development. As a result, she has created a new curriculum based on the children's needs and stages of development. However, this is not yet firmly embedded. For example, she is not always clear on what she wants the youngest children to learn or how. This means learning is a little limited for some children. n Children engage in a range of off-site activities that promote their learning. Visits to the childminder's allotment enhances children's understanding of where fruit and vegetables come from. In addition, trips to the forest school, beaches and safari parks enhance children's understanding of the world around them. n Children are starting to develop an awareness of good health through everyday activities. For example, they understand the importance of getting plenty of fresh air and exercise. However, good handwashing practices are not

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need to do better?

consistently applied. This does not support children to understand healthy habits and routines. n The childminder communicates well with children. She regularly introduces new language to children. For example, as children listen to the story, 'Sharing a Shell' the childminder uses words such as 'shiny' and 'smooth' to describe the

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need to do better?

10 July 2024 texture of the shell. This helps to extend children's vocabulary. n Children delight in using new words. They talk excitedly about the pufferfish and turtle as they locate the sea creatures. The childminder skilfully repeats the correct pronunciation of words when children struggle to say them correctly. For example, when children say 'nana' she repeats 'banana.' This successfully supports children's speaking skills. n The childminder fosters children's creativity and imagination. Children enjoy making crabs using their handprints. They use various materials, such as paint, crayons and sand, to make marks. Children become adept at using tools, such as tweezers to transport small balls into cupcakes. As a result, children develop the coordination and muscles that they need for early writing. n Children are provided with opportunities to help them to develop an awareness of mathematics. They are increasingly confident to count and use language,

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need to do better?

such as 'more', to describe what they are seeing. Children are beginning to recognise shapes and number in the environment. Overall, their early mathematical skills are progressing well. n The childminder provides lots of opportunities for babies to crawl and pull themselves up. She helps older children to learn to take safe risks. For example, children know how to use the large play equipment in the park safely. Consequently, they have confidence in their own abilities. n Effective relationships with parents have a positive impact on children's learning and development. The childminder shares ideas with parents, such as providing sorting and matching games to play at home. This helps to extend children's learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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should:

n focus more sharply on embedding the curriculum for the youngest children so that every child is provided with high-quality learning experiences n strengthen children's understanding of how to keep themselves and others healthy.

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Setting details

Unique reference number EY466966 Local authority Liverpool Inspection number 10320646 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 13 Date of previous inspection 20 October 2023

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Information about this early years setting

The childminder registered in 2014 and lives in Aigburth, Liverpool. She operates all year round, from 7.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for two-, three- and four- year-old children.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation of the provider. n The childminder and 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 and/or communicated with the inspector during the visit. n The childminder and inspector evaluated a story time activity and discussed the childminder's intentions for children's learning and the impact on their learning. n The inspector observed the quality of education provided and assessed the impact this was having on children's learning. n A parent shared their views of the care and education provided with the inspector. n The childminder provided the inspector with a sample of key documents on request.

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Inspection activities

10 July 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

10 July 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

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

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