Johnston, Donna Marie

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

Children demonstrate they feel happy and secure as they arrive at the childminder's home. They move around with confidence and warmly greet visitors. Children are very content in the childminder's caring and nurturing environment. The childminder is a good role model and has high expectations for children's good behaviour. She supports children to share and take turns. As a result, children play together extremely well. The childminder supports children to make independent choices about their day. Children's behaviour is good.

p.2

The provision is good

The childminder plans a curriculum that is ambitious for all children. She knows children extremely well. Children are busy and fully engaged as they involve themselves in activities that spark their curiosity and imagination. Overall, the childminder plans activities that build on children's interests. Children confidently use their imagination skills to retell and act out their favourite stories. They demonstrate a positive attitude towards their learning.

p.2

The provision is good

Children benefit from lots of time outdoors. The childminder takes children on a variety of outings. For example, they go to local parks and to the beach, supporting their physical development. Children have opportunities to mix with larger groups of children when they go to playgroups. They learn social skills as they play and learn with their friends.

p.2

need to do better?

n The childminder provides a broad curriculum to ensure that all children develop the knowledge and skills they need for their next stage in learning. She regularly assesses children's development to check that they are meeting age-appropriate milestones and to identify any gaps. When children attend other settings, the childminder understands the importance of sharing information to promote consistency in children's learning and development. Children are prepared for their next stage in learning. n The childminder uses routine activities to promote children's independence. For example, they are encouraged to tidy up their toys and set up the table at mealtimes. By encouraging children to keep the play areas clean and tidy, they develop a respect for their environments. n In the main, the childminder demonstrates high-quality interactions with children to extend their learning. However, sometimes, when implementing her

p.2

need to do better?

curriculum, the childminder tells children what to do, rather than encouraging them to test out their thoughts and ideas. This means that children are not always able to demonstrate their prior knowledge and learning. n Children demonstrate a love of books. They enjoy exploring pages and lifting flaps to uncover hidden characters. The childminder reads with enthusiasm and

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need to do better?

6 January 2025 joy as she explains what is happening in pictures. She asks age-appropriate questions to check children's knowledge of stories. The childminder gives children time to respond, using repetition of language and imitation of words and actions. Children develop communication skills from an early age. n Children care for others, demonstrating positive relationships. For example, older children show younger children how to use toys, such as the wind-up music box. Children are well mannered and polite. The childminder promotes children's friendships and kindness when they play. Children engage with one another with respect, as modelled by the childminder. n The childminder skilfully supports children to develop a good understanding of their own safety. For example, children independently prepare their own snacks, carefully chopping their fruit at snack time. Children develop an exceptional knowledge of how to keep themselves safe.

p.2

need to do better?

n Parents praise the care the childminder gives to their children. They say she 'goes above and beyond' to make sure children are happy and settled. The childminder offers flexible settling-in sessions, allowing children to be ready for the move from the home to the setting. Parents are supported to help children with their next steps in development. This helps to support a settled and consistent approach to children's learning and development. n The childminder is evaluative and reflects on her practice regularly to support improvements. She is dedicated to furthering her knowledge and uses training opportunities well to develop knowledge and skills. The childminder links with other childminders to share training, good practice and ideas for trips out. This allows the childminder to plan precise areas for development, in order to extend the quality of education even further.

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 give children time to test out their ideas and thinking so that their existing knowledge and skills may be built upon more precisely.

p.3

Setting details

Unique reference number 310614 Local authority Sefton Inspection number 10364165 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 2001 and lives in Bootle, Merseyside. She operates all year round, from 7am to 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two- and three-year-old children.

p.4

Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The inspector observed the quality of teaching and assessed the impact this has on children's progress. n The inspector took account of the views of parents through written feedback provided. n The childminder spoke to the inspector about her intentions for children's learning. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

6 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

6 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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