Childminder in Sefton

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

The childminder is admirably dedicated to ensuring that every child succeeds in this inclusive and welcoming setting. She has an accurate view of what children already know and what they need to learn next and puts appropriate support in place to meet individual needs. This helps all children, including those in receipt of government funding or those needing extra support, to make good progress from their starting points. Children are well prepared for their next stage of learning, including school.

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The provision is good

The childminder is clear about what she wants children to learn and why. Her curriculum focuses on the prime areas of learning, supporting children to communicate, developing their physical skills and being kind and caring individuals. The childminder is calm and caring and takes time to talk and explain to children why they cannot do certain things. For example, when a child takes a toy from another, the childminder explains about sharing and turn-taking. She suggests that they look at something else together. This helps children to understand the rules and boundaries. The childminder uses praise, such as 'high fives' when children have succeeded or followed instructions, which boosts their self-esteem. Children are very happy in the childminder's care and thoroughly enjoy their time in the homely environment. They are welcoming to visitors and, with the childminder's reassuring presence, they develop their confidence to chat and play. The

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The provision is good

childminder is attentive and kind and forms secure relationships with the children. She knows the children very well and provides lots of cuddles when needed. This helps children feel safe and secure. Overall, children behave well.

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need to do better?

n The childminder implements an effective curriculum, which supports children's personal, social and emotional development. The childminder consistently promotes children's health as part of the daily routines. She regularly reminds children to wash their hands throughout the day, particularly before mealtimes. The childminder encourages children to drink their water regularly in order to remain hydrated. Children learn how to look after their own bodies. n The childminder places a strong focus on supporting younger children's communication and language skills. For example, the childminder models rhythm and repetition of sounds. She encourages the children to repeat the words in time to a beat. For example, babies enjoy banging spoons on a box. The childminder repeats the word 'bang bang'. This helps to promote young children's understanding of language. n Overall, the curriculum for physical development is good. Children have lots of

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need to do better?

opportunities to develop their small-muscle skills. For example, young children enjoy using a range of tools such as tweezers to pick up different sized shapes

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need to do better?

22 October 2024 of pasta. This supports children to develop finger dexterity in readiness for early writing. That said, children have fewer opportunities to develop more demanding physical skills and to develop their understanding of managing safe risks as they engage in physical play. n The childminder assesses children's progress and identifies what they need to learn next. However, occasionally, when the childminder implements activities, she does not minimise distractions to help maintain children's attention and engagement. On these occasions, children's learning is less effectively supported. n The childminder offers support for children with special educational needs and/or disabilities. She works well in partnership with parents and other professionals to ensure the needs of all children are met. In addition, children are taught to recognise differences and similarities, and how adaptations must be made to

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need to do better?

support others. The childminder provides an inclusive environment for all children. n Partnerships with parents are good. Parents are happy with the service the childminder offers and say that their children are progressing well. The childminder regularly provides parents with updates on their children's learning. She shares information about how they can continue their learning at home. This ensures there is consistency in learning between home and the setting. n The childminder values her own learning. She completes a range of training to help keep her practice up to date. Furthermore, the childminder works closely with other childminders to share ideas and advice. This helps her raise the quality of the provision.

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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 consider ways to help children to understand about taking appropriate risks while developing their physical skills n reduce distractions when implementing planned activities to help children to maintain their focus and engagement.

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Setting details

Unique reference number 2756991 Local authority Sefton Inspection number 10349603 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 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder was previously registered with a CMA between 2020 and 2023, they registered with Ofsted in 2023. The childminder lives in Bootle, Merseyside. She operates all year round from 8am to 5.30pm, Tuesday to Thursday, except for bank holidays and family holidays. The childminder offers government funded places for childcare and receives specific funding for disadvantaged children.

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Inspection activities

n The childminder completed a learning walk with the inspector and talked about their curriculum and what they want their children to learn. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector read written feedback which parents had supplied and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

22 October 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

22 October 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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