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

p.1

The provision is good

Children are happy with this calm and nurturing childminder. The childminder prepares children's favourite toys ready for their arrival, so they have a settled start to their day. She knows each child well and works closely with families to ensure that children have the support they need to make good progress in all areas.

p.2

The provision is good

The childminder creates a broad curriculum that is tailored to the needs of the children she cares for. She sequences children's learning effectively, and children demonstrate they remember what they learn. For example, children are learning about oral health, and when a book mentions doughnuts, they say they have lots of sugar that can hurt their teeth. Children develop confidence in their own abilities and are motivated to learn by the praise the childminder gives them.

p.2

The provision is good

The childminder gently guides children to meet her high expectations of their behaviour. Children are kind to each other, and they learn to take turns when playing. They help to maintain a safe and purposeful learning environment. After playing, children put resources back where they came from and help to tidy up. Children thrive on the routines the childminder has established. For example, they independently set up the instruments ready for singing time as they wait for their friends to finish their snack.

p.2

need to do better?

n The childminder supports children to learn by planning engaging activities. For example, children learn about oral health through playing with a pretend dentist kit. They make meals with play food, explaining which foods 'make teeth happy'. Children practise brushing in circles and use a timer as they remove marker dots from pictures of teeth. These meaningful experiences help children to remember what they learn. n The childminder has a good understanding of how children learn. She supports children to think independently, such as through open-ended questions and statements. Consequently, children begin to make links in their learning. n The childminder introduces children to a wide range of stories and songs. Children enjoy interactive and engaging story and singing times and participate with enthusiasm. They sing along, talk about pictures they see and repeat familiar phrases from stories. This develops children's listening and

p.2

need to do better?

comprehension skills. n The childminder's curriculum is rooted in developing children's personal, social and emotional skills. She promotes children's confidence and positive behaviours for learning through praise and encouragement. The childminder shows children how to work together and speak to each other with respect. As a result, children are engaged in their learning and motivated to try hard.

p.2

need to do better?

14 January 2025 n The childminder supports children to develop independence. She identifies the skills children will need to start school and builds towards this during their time in the setting. As a result, children are ready for their next stage of learning. n The childminder supports children to develop their speech and language skills. She uses a range of strategies, such as modelling language, repeating and extending what children say and adding new vocabulary through activities. This helps children to become confident communicators. n The childminder has some resources that show people from a range of different cultures and backgrounds. However, the childminder's curriculum does not fully promote children's understanding of equality and diversity. Consequently, children do not have opportunities to understand and appreciate what makes each person unique. n The childminder works in partnership with parents and carers. Together, they

p.2

need to do better?

identify areas that children need support with to reach their next steps in development. The childminder develops detailed plans and works closely with parents to ensure that they are delivered consistently. For example, children count the 'high fives' they receive through the day as a way of sharing positive behaviour with their parents later. Through this collaborative approach, children receive the support they need to make progress. n The childminder seeks professional development opportunities to improve her practice. However, the childminder does not have clear strategies for evaluating her practice to identify areas for improvement. This prevents her from targeting this professional development precisely to enhance the quality of her practice 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 enhance the curriculum further to provide children with experiences that promote an understanding of people and communities beyond their own n develop further ways to evaluate practice, in order to identify focused areas for professional development.

p.3

Setting details

Unique reference number EY475874 Local authority Liverpool Inspection number 10367714 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 10 Date of previous inspection 21 February 2019

p.4

Information about this early years setting

The childminder registered in 2014 and lives in Woolton, Liverpool. She operates all year round, from 7.45am to 5.30pm, Tuesday to Friday, except for bank holidays and family holidays. The childminder provides government funded childcare for children aged from 9 months.

p.4

Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Parents shared their views of the setting with the inspector.

p.4

Inspection activities

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

14 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.

p.4

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.5

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.5