Dagnall,Kym

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Requires improvement

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The provision is good

The childminder provides all children with a challenging, targeted curriculum that supports their individual development and progress. Children embrace the exciting and varied ways to learn offered here. The childminder takes great care to really understand and know the children who attend her setting. This helps her to accurately provide stimulation and cater to the interests of every child. Children laugh and smile as they fully immerse themselves in activities, reading and independent play. Their wonderful behaviour reflects their feelings of security, safety and happiness with the childminder. The childminder reinforces children's understanding of respect as she role models how to treat others kindly and ensures all children feel heard.

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The provision is good

The childminder has high ambitions for all children. She skilfully recognises what children already know and can do and uses this information to help children begin to develop new skills. She pushes children to continually achieve, while also having fun and making their own choices within their play. As a result, children's progression is impressive. Children are well prepared for the next stages in their learning journeys, including the upcoming move to primary school. This helps to set children up for future success in their education.

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need to do better?

n The childminder has made vast improvements since her previous inspection. This is most clearly reflected in the quality of education provided at the setting. The childminder provides a curriculum that is designed to bring out the best possible progression for every child. She tailors and manipulates all aspects of the curriculum to focus on the next steps in each child's ongoing development. As a result, children progress well. They show that they remember their learning, demonstrate their new skills and relish the opportunities for further challenge that the childminder continually provides. Children are confident, curious learners. n Children's literacy skills are well supported. The childminder helps children to discover a love for reading and storytelling. Children eagerly choose their favourite books and giggle as they use puppets to enact the story as the childminder reads aloud. They excitedly call out well-known sentences to the

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need to do better?

childminder, knowing exactly when their favourite parts of the story are coming up. Older children begin to resculpt stories, laughing out loud as they deliberately change characters names and make up songs about them. These skills are important building blocks for when children begin to learn to read. n The childminder supports children's communication and language skills by introducing new words, singing songs and reciting rhymes with children. She encourages children to use their speaking and listening skills during group

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need to do better?

30 January 2025 activities such as discussing road safety or the weather. However, at times, the childminder speaks continuously to children, asking lots of questions but not allowing children any time to think or respond. As a result, sometimes, children can feel overwhelmed and choose not to attempt to join in the conversation. n The childminder places high importance on parent partnerships. She focuses on regular communication with parents and encourages them to further support their children's development at home. This helps children to practise and perfect their new learning further. Parents value the childminder. They recognise that their children make good progress in their development. They particularly welcome their children's rising confidence, as well as their mathematics and literacy skills. They attribute these achievements to the childminder and her well-thought-out curriculum. n Children begin to look after their own hygiene needs. The childminder takes

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need to do better?

great care to explain to children why we must wash our hands, wipe our noses and clean up before and after eating. Children relish these small responsibilities. They carefully use mirrors to clean their faces and drop their tissues in the bin before washing their hands. This is embedded practice, which helps children develop skills that are supportive of their independence. n The childminder undertakes regular training and personal development. She builds partnerships with other professionals. This helps to inform her practice, and she has created a culture of continuous development. She evolves her curriculum and practice as she gains new knowledge and understanding. This benefits all children as she evaluates and continues to improve her provision.

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 consider more effective ways to question and talk with children to support their emerging processing and critical thinking skills.

p.3

Setting details

Unique reference number EY252984 Local authority Wirral Inspection number 10341071 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 15 March 2024

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Information about this early years setting

The childminder registered in 2003 and lives in Bebington, Wirral. She holds an appropriate early years qualification at level 3. The childminder operates from 7.30am to 6.30pm, Monday to Friday, all year round, except for bank holidays and family holidays.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views with the inspector.

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Inspection activities

30 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

30 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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