Edmondson, Nichola 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

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The provision is good

Children are happy and settled at the childminder's home. They have good secure attachments with the childminder. The childminder knows the children well and builds strong bonds with them. She is responsive to children's individual needs. For instance, she recognises when children may need extra reassurance and support. She provides these through her calm and caring interactions with them. Children are happy and confident in this nurturing environment. They freely explore and build on their play, using the range of activities and resources on offer. Children enjoy the routines in place. For example, they quickly sit ready for snack time, and older children know how to clean their hands before eating.

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The provision is good

The childminder is committed to her role. She provides a welcoming and safe environment for children to learn and grow. Children are confident to explore the resources and activities provided. They excitedly invite the childminder and visitors into their play. This demonstrates that children are comfortable and feel secure. The childminder plans an ambitious curriculum, which is designed to help all children make good progress in their learning and prepares them well for school when the time comes. As a result, children enjoy their time here and are making good progress.

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need to do better?

n The childminder has a good understanding of child development and quickly identifies where children need support and their next stages of development. Overall, she implements her curriculum well, sequencing her planning effectively. However, at times, she does not focus specifically on children's next steps in learning during activities. For example, on occasion, activities are a little too complex and the youngest children lose interest and do not benefit from the intended learning. n Overall, children behave well, and the childminder sets clear expectations for their behaviour. Children demonstrate kindness to each other. For example, they bring toys to babies and share resources with their friends. However, occasionally, the childminder does not explain why children's behaviour is inappropriate. As a result, they do not learn the consequences of their behaviour on others. n The childminder reads stories and asks the children questions to get them

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need to do better?

involved. Children show an interest in books and stories and concentrate well. They discuss the characters of familiar stories and demonstrate a good understanding of them. For instance, they re-enact the story of 'The Three Little Pigs' using the small tent indoors and talk about what the fox says to the pigs before he blows their houses down. n Mathematical concepts are naturally woven through the childminder's practice.

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need to do better?

13 February 2025 Children delight in playing games together and can often be heard giggling with glee as they play hide and seek. The childminder uses language such as 'under' and 'behind' and supports the children to count to 10 in sequence, before finding their friends. These opportunities help children to develop a positive attitude and interest in early mathematics. n The childminder promotes healthy lifestyles. She gathers information about children's dietary needs and allergies when they first start and works closely with parents to ensure allergies are well managed as children's needs change. The childminder ensures that children eat a range of healthy foods and snacks and drink water throughout the day. n The childminder ensures all children are provided with opportunities to go out into the community. They go on many outings, such as trips to the beach, local parks and toddler groups, where they socialise with new people. These

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need to do better?

experiences help to support children's social skills and their understanding of the world around them. n Children enjoy songs and nursery rhymes, and they copy actions. Younger children develop their listening skills as they excitedly play 'Simon Says' with the childminder, laughing as they learn the names and point to different parts of their body. Children develop good early literacy and communication skills. n The childminder has established strong partnerships with parents. Parents praise the care she provides. The childminder ensures parents receive regular updates about their children's learning. Parents state that their children love coming to the enthusiastic childminder's home. n The childminder is organised and committed to delivering a high-quality service for children and families. She is aware of the importance of ongoing professional development and how this can improve the experiences for children. The

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need to do better?

childminder attends regular professional development opportunities and meets with other childminders to keep her knowledge up to date and relevant.

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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.

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should:

n enhance the planning of adult-led activities further to ensure children remain engaged and benefit from the learning opportunities offered n help children to understand behaviour expectations and the impact their behaviour has on themselves and others.

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Setting details

Unique reference number EY289471 Local authority Wirral Inspection number 10368594 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 16 Date of previous inspection 27 March 2019

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Information about this early years setting

The childminder registered in 2004 and lives in Irby, Wirral. She operates Monday to Thursday, from 7.30am to 5.30pm, all year round, except bank holidays and family holidays. The childminder has a level 3 childcare qualification. She offers funded early education places.

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Inspection activities

n The childminder and the inspector discussed how the curriculum supports children's learning. n The inspector observed the quality of education during activities and assessed the impact this has on children's learning. n Children interacted with the inspector during the inspection. n The inspector carried out a joint evaluation of an activity with the childminder. n The inspector held discussions with the childminder. She reviewed a sample of key documentation. n Written feedback from parents was reviewed by the inspector, who took account of their views.

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Inspection activities

13 February 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

13 February 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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