Childminder in Knowsley

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

The childminder and her assistant create a calm, relaxed and nurturing environment. Children thoroughly enjoy spending time with the childminder and their peers. They settle quickly into the childminder's routines. The childminder stays close to those children who need reassurance and provides them with plenty of cuddles. The childminder and her assistant give children an abundance of praise and encouragement. This helps to build up children's self-esteem.

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The provision is good

The childminder and her assistant are positive role models and they have high expectations of all children. For example, they support children to take turns with the equipment and to use good manners. Children are kind and caring. For example, the older children give babies books to look at when they become upset. The childminder provides children with consistently clear instructions. This helps children understand the positive behaviour that is expected from them.

p.2

The provision is good

The childminder creates an ambitious curriculum for all children. She plans activities and outings that excite children. For example, children talk fondly about their recent trip to the safari park. Children show high levels of engagement as they decide which habitat the animals should live in. Children show positive attitudes to their learning and they make good progress from their starting points.

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need to do better?

n Overall, the curriculum for communication and language is promoted well. The childminder introduces children to new vocabulary such as 'mane' and 'trunk' as they play together. She uses skilful questioning to help older children engage in two-way conversations. However, the childminder does not always implement the intended curriculum for communication and language development with younger children during group activities. This limits opportunities to further enhance younger children's early communication skills. n The curriculum for mathematics is implemented well. The childminder supports children to count out their scoops as they fill containers in the sand tray. Older children recognise numbered cars in their environment. The childminder's assistant introduces the words 'full' and 'empty' as children work together to fill up one side of the water table. These opportunities help to develop children's

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need to do better?

early mathematical skills. n The childminder plans copious opportunities to promote children's growing independence. For example, children help to set up the table for mealtimes. They select their own cutlery, carry their own drinks to the table and serve their own food. Additionally, the learning environment has been carefully planned to allow children to access the toys by themselves. These opportunities help children to learn important life skills.

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need to do better?

17 September 2024 n Partnerships with parents and professionals are strong. The childminder works closely with parents to provide guidance and advice on issues such as toilet training. The childminder works collaboratively with other professionals to support children's development. For example, when needed, she promptly refers children to services such as speech and language therapy. Additionally, the childminder shares information about children's development with other settings that they attend. This helps to provide continuity in children's learning. n Children learn about some aspects of diversity in the world they live in. For example, the childminder uses resources to teach children about those who have disabilities. However, the childminder does not always support children to gain a deeper awareness of different faiths and cultures. This prevents children from considering similarities and differences between their own and other ways of life.

p.2

need to do better?

n The childminder and her assistant help children learn how to keep themselves safe. For example, the childminder teaches children how to cross roads safely on their daily school and nursery drop-offs. The childminder has clear behaviour expectations when children go on outings. For instance, children understand they have to hold the pram when walking. This helps children learn how to behave safely when they go on trips. n The childminder is proactive in accessing regular professional development. She reflects on practice and training with her assistant as part of their supervision discussions. The childminder ensures that she keeps her own and her assistant's mandatory training up to date.

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 implement the curriculum for communication and language development more consistently for younger children n support children to develop their understanding of different cultures and communities.

p.3

Setting details

Unique reference number 313019 Local authority Knowsley Metropolitan Borough Council Inspection number 10355444 Type of provision Childminder

p.4

Registers

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

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inspection

Total number of places 12 Number of children on roll 17 Date of previous inspection 29 November 2018

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Information about this early years setting

The childminder registered in 1995 and lives in Prescot. She operates all year round from 7am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She works alongside an assistant. The childminder provides funded early education for two- and three-year-old children.

p.4

Inspection activities

n The inspector and the childminder completed a learning walk. The childminder explained how she designs her curriculum and organises the environment to promote children's safety. n The inspector spoke with the childminder, her assistant and children at appropriate times during the inspection. n The inspector observed activities and teaching indoors and outdoors and assessed the quality of education provided and the impact on children's learning. n The childminder provided the inspector with a range of documentation on request, including suitability checks, the first-aid certificate and safeguarding policies. n The childminder and the inspector carried out a joint observation.

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Inspection activities

17 September 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

17 September 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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