Wrigley, Anne

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 welcoming environment that helps children to develop a sense of belonging. She offers comfort and reassurance when children need it. The childminder supports children's emotional well-being effectively. Children benefit from calm and sensitive interactions. They develop close bonds with the nurturing childminder. Children feel safe and secure during their time in her home.

p.2

The provision is good

The childminder creates a broad and ambitious curriculum for all children. She has a detailed knowledge of the skills and experiences children arrive at her setting with. The childminder plans meaningful activities that ignite children's interest. For instance, she supports children to learn how to recognise the feelings and emotions of others. Younger children begin to understand emotions through the use of pictures and books. All children display positive attitudes to their learning.

p.2

The provision is good

Children develop close friendships with one another. They are kind, considerate and supportive towards their friends. The childminder takes the children to the local park, where they spend time being physically active and feeding the ducks. Children benefit from being in the fresh air and having daily exercise. The childminder is an excellent role model and supports children to understand how to keep themselves and others safe. For example, children know to press the button and wait for the green man before they cross the road.

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need to do better?

n The childminder provides opportunities for children to develop some of their mathematical knowledge. She teaches children the mathematical language of number and size and develops their skills throughout their play. For example, children are encouraged to point out the small, medium and large bowls of porridge and to think about which character each bowl belongs to. This helps to promote children's mathematical development. n Children behave well and play happily alongside their friends. They demonstrate that they are keen to help as they assist the childminder in tidying up before mealtimes. Children develop many important life skills that help them to be independent. For example, they choose resources to play and explore with and are encouraged to wash their hands with soap and warm water after going to the toilet. Children develop a range of self-help skills. n The childminder gathers relevant information from parents when children first

p.2

need to do better?

start about they already know and can do. She uses this information to develop appropriate individual learning intentions for children. The childminder considers what she wants children to learn and provides lots of experiences outside the setting. Children visit toddler groups, parks and other places of interest in the local community. This allows them to develop their understanding of the

p.2

need to do better?

7 January 2025 community around them. n The childminder uses her interactions with children to promote their curiosity and creativity. However, the childminder does not always give children time to think and apply what they already know when solving problems and working things out. For example, as they observe the changes in the weather outside, the childminder is very quick to tell children the sun will melt the ice. This does not support children to extend their thinking skills. n The childminder supports children to develop an awareness of healthy lifestyles. She provides a healthy, balanced and nutritious diet and shares her menus with parents. Mealtimes are a sociable experience where children sit together. The childminder eats with the children, encouraging them to try new foods and broaden their taste. n The childminder regularly accesses opportunities for her own professional development. This enables her to extend her skills and knowledge even further.

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need to do better?

She has recently accessed training to support children's knowledge of building a sustainable future for themselves and others. As a result, the childminder has positively reflected on her own practice to offer children real-life experiences to develop their understanding of the world. n Parents are very complimentary about the childminder. They say 'she is an asset to the childminding community,' and 'children are very confident and make good progress'. The childminder keeps parents well informed about what the children have been doing through daily conversations and photos. She offers advice and guidance to support children's learning at home. This helps to support continuity of care for children.

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 develop techniques that will help to extend children's thinking skills and support them to solve problems.

p.3

Setting details

Unique reference number EY435652 Local authority Liverpool Inspection number 10364174 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 6 Date of previous inspection 29 January 2019

p.4

Information about this early years setting

The childminder registered in 2011 and lives in West Derby, Liverpool. She operates all year round, from 8am to 5.30pm, Monday to Friday, excluding bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for three-year-old children.

p.4

Inspection activities

n The childminder explained the curriculum during a learning walk with the inspector. n The childminder and the inspector completed a joint observation of an activity, and afterwards they discussed the quality of teaching and learning. n The inspector observed the interactions between the childminder and children during activities. n The inspector held discussions with the childminder about the monitoring of learning and development in the setting and tracked the progress of children. n Parental feedback was obtained through a range of references left for the inspector.

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Inspection activities

7 January 2025 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

7 January 2025 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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