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

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The provision is good

The childminder creates a welcoming, safe and homely environment. She develops strong bonds with children that are consistent and sensitive. Children respond to these and settle well. They show good levels of emotional well-being. Children behave well and demonstrate a positive attitude to their learning. They show good levels of concentration as they practise using their pincer grip to post pasta shapes into bottles as they make musical shakers. Children beam with pride as they share the sounds their instruments make. They become confident in the skills they are learning.

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The provision is good

Children get to know each other very well and enjoy spending time together. They show excitement as the doorbell rings and cuddle each other when a new friend enters the home. Children talk about their friends and the childminder with fondness. The childminder is a good role model. She supports children to know their daily routine well and what is coming next. Children respond to instructions from the childminder and complete tasks, such as helping to tidy toys away after their play. This helps them to become aware of their learning.

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The provision is good

The childminder supports children to develop their vocabulary and language skills effectively. She plays alongside children, engaging them in purposeful conversations and sharing and modelling new vocabulary. For example, as children build and stack using stones, they repeat language, such as 'smooth' and 'cold', to describe the how the stones feel. Children make good progress.

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need to do better?

n The childminder knows children well and plans learning experiences to build on what children already know and can do. She has a strong knowledge of child development. The childminder designs a core curriculum that is focused on helping children to build the essential skills they need in readiness for school. n Children develop good listening and attention skills. They practise Makaton signs, sing songs with actions and learn new vocabulary during focused activities. The childminder makes sure that these opportunities are an integral part of children's day. As a result, children are able to recite favourite songs and develop good communication skills. n The childminder considers children's physical skills well. Children practise building their small hand muscles, such as they each take turns to open wrapped packages. The childminder is calm and patient and constantly provides children with praise and encouragement. This supports children's self-esteem and their

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need to do better?

confidence to have a go, as they develop their physical skills. n The childminder sensitively reinforces the expectations she has for children's behaviour. For example, when children have a disagreement over a popular toy,

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need to do better?

13 December 2024 she calmly redirects their play while they wait for their turn with the toy. This supports children to learn how to resolve conflicts themselves. n Mathematics is woven through the activities of the day. The childminder introduces mathematical vocabulary while playing with children. She helps children to count items very well and uses mathematical language in their play, talking about filling items to the 'top' and labelling things by size. This helps children to embed early mathematical skills. n Children demonstrate good self-care skills. For example, they confidently take off their coats, wash their hands and self-serve at mealtimes. However, the childminder does not always enable children to make independent choices throughout their play. For example, during table-top activities, resources are limited and restricted to those selected solely by the childminder. Consequently, at times, children lose interest and disengage from their learning.

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need to do better?

n The childminder offers first-hand experiences for children to learn about the wider world around them. She takes children regularly to join toddler groups, visit parks and grow vegetables on an allotment. The childminder uses this variety of outings to help children to broaden their knowledge of the exciting world and community they live in. n Effective assessment and partnerships ensure that children make consistent progress from their starting points in development. This includes the childminder working with parents and professionals to build a clear picture of children's strengths and areas where they may need further support. Parents express their delight at their children having a place with the childminder and the amazing progress their children make due to the support given by the childminder.

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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.

p.3

should:

n increase opportunities for children to make their own choices about the resources they want to play with to develop their independence even further.

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Setting details

Unique reference number EY541210 Local authority Liverpool Inspection number 10364109 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 14 Date of previous inspection 24 January 2019

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Information about this early years setting

The childminder registered 2016 and lives in Allerton, Liverpool. She operates from 8am to 5.30pm, Tuesday to Friday, for 46 weeks per year.

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Inspection activities

n The childminder led the inspector on a learning walk and discussed the early years foundation stage curriculum. n The inspector observed the childminder's practice and considered the quality of the education and the impact on the children's progress and development. n The inspector carried out a joint observation with the childminder of children taking part in a fine motor activity. n Parents shared their views of the setting with the inspector. n The inspector spoke with the childminder and discussed safeguarding knowledge. n The inspector looked at relevant documentation and reviewed evidence of the suitability of the childminder.

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Inspection activities

13 December 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

13 December 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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