Atkins, Sabina Renata

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

The childminder creates a caring and nurturing environment for all children. Children are happy and settled. They thoroughly enjoy spending time in this setting. The childminder builds loving bonds with all children. She stays close to those children that seek reassurance and provides children with an abundance of encouragement and praise. This helps children to feel safe and secure.

p.2

The provision is good

The childminder creates an ambitious curriculum for all children, including those children who speak English as an additional language. She has a strong understanding of the experiences children arrive at her setting with and without. The childminder uses this information to plan meaningful outings for children. For example, she takes children to the beach and they experience walking on the sand for the first time. Children have opportunities to socialise with larger groups of children when they attend playgroups. The childminder uses these visits to help children to make new friendships.

p.2

The provision is good

The childminder is a positive role model. She continuously teaches children to take turns and share the toys. The childminder provides consistently clear instructions to children. This helps children to understand the positive behaviour that is expected from them. The childminder plans activities that interest children. For instance, children smile with glee as they explore the textures of pineapples, mangos and watermelon. All children make good progress from their starting points in development.

p.2

need to do better?

n The curriculum for communication and language is implemented well. The childminder encourages back-and-forth conversations with all children. She introduces new vocabulary to children, such as 'spiky' and 'juicy', as they feel the textures of fruit. The childminder uses key words in children's home languages to help them to convey their wants and needs. This helps to develop children's speaking skills. n Overall, children gain a love of books from a young age. They learn how to handle books gently. However, not all story time sessions are not as consistently well organised. For instance, the childminder does not always provide children with enough time to explore the story props before reading books. Consequently, children begin playing with the given resources instead of listening to the story. As a result, children are not fully focused during activities. n Opportunities to develop children's growing independence are promoted well.

p.2

need to do better?

The childminder encourages children to take their own coats and shoes off. They wash their own hands before mealtimes and chop their own fresh fruit. This helps children to feel proud of the tasks they complete by themselves.

p.2

need to do better?

11 November 2024 n The childminder knows children well. She has a firm understanding of where children are up to in their development. The childminder shares information about children's development regularly with parents. This helps to provide continuity in children's learning. n The childminder works collaboratively with other professionals. For instance, she makes timely referrals to other agencies to support children further with their speech development. The childminder follows their advice and guidance. This helps to ensure that children's individual needs are met. n Overall, the curriculum for mathematics is promoted well. The childminder encourages children to recognise shapes within the environment. However, on occasion, the childminder does not sequence the curriculum precisely enough. For instance, some activities are not matched to where children are up to in their development and do not always build upon their existing skills. At these times,

p.2

need to do better?

children lose motivation to engage in their learning. n The childminder promotes diversity well. She teaches children about the cultures of other children that attend the setting. The childminder helps children to learn about different festivals. For instance, children dress up in traditional Chinese clothes and watch dragon dances to celebrate Lunar New Year. This helps children to learn about people and families that may be different to their own. n Children are kind and caring. They readily share the resources and say, 'It is your turn' to their friends as they play alongside each other. They work well as a team to tidy the toys away. Children show positive attitudes to their learning. n The childminder provides children with nutritious food and healthy drink choices. She teaches children about foods that are good for their bodies. Children have daily opportunities to be physically active in the fresh outdoors. This helps to

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 review the organisation of story sessions to reduce distractions to allow children to concentrate further n sequence the curriculum for mathematics more precisely so children consistently build on what they already know and can do.

p.3

Setting details

Unique reference number EY435822 Local authority Liverpool Inspection number 10364018 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 4 Date of previous inspection 21 January 2019

p.4

Information about this early years setting

The childminder registered in 2011 and lives in Walton, Liverpool. She operates all year round, from 7am to 4pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides government-funded childcare.

p.4

Inspection activities

n The inspector and the childminder completed a learning walk and discussed the provision and the curriculum. n The inspector completed a joint observation with the childminder. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The childminder shared a range of documentation with the inspector, such as evidence of the childminder's continued professional development and paediatric first-aid qualification. n Parents shared their views of the setting through written communication. n Children spoke to, or communicated with, the inspector during the inspection.

p.4

Inspection activities

11 November 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.

p.4

Inspection activities

11 November 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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