Childminder in Wirral

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 as they eagerly greet both the childminder and their peers on arrival. The childminder creates an environment that fosters creativity and language development. Children take turns being a florist in the role-play flower shop. They engage in discussions about the colours of the flowers, linking them to 'buzzy bees'. The childminder supports social development by guiding younger children through interactions, reinforcing turn-taking, kindness and problem-solving during play scenarios. Children develop their small muscles as they write shopping lists and squeeze play dough. Children demonstrate their developing storytelling skills as they introduce the beginning of a story with 'once upon a time'. They confidently point out pictures and discuss key events with the childminder and their peers.

p.2

The provision is good

Children enthusiastically anticipate, 'What's in the song bag?' They demonstrate a sense of joy and confidence as they sing familiar nursery rhymes. They are proud to showcase the lyrics and actions of a new song they have learned about 'spotty socks.' Mealtimes and snack times are sociable occasions that incorporate sharing, turn-taking and good manners. Children engage in meaningful discussions about the fruit that they are eating. They practise chopping strawberries and peeling tangerines. The childminder encourages thoughtful exchanges as children discuss the moon, linking the tangerine segments to a crescent and full moon. Children develop curiosity and early scientific thinking in a natural and engaging way.

p.2

need to do better?

n The childminder knows the children well and creates a stimulating environment for young children to learn in. Children are active in their learning, and they talk about the butterflies and cakes that they are drawing. They discuss 2D-shapes as they complete mathematical puzzles. However, the childminder's planning is not always ambitious enough to enable all children to make the progress they are capable of. n Planned activities are diverse, balanced and aligned with all areas of the early years foundation stage equally. Children are encouraged to recall events of the story of the week as they make 'arms for the hare' out of play dough. However, the childminder does not always fully consider how she can retain children's focus on planned learning intentions to extend their learning and build on what they know. n The childminder is highly valued by parents, with feedback highlighting strong communication and a well-rounded approach to children's development. Parents

p.2

need to do better?

appreciate the regular communication and meal plans that she provides. They consistently mention that their children are happy, settled and enjoy attending. n Outdoor physical activity is highly valued by this childminder. Children build their

p.2

need to do better?

13 February 2025 core muscles with daily visits to places, such as the park, woods or the zoo. They find treasure as they enjoy 'pirate' days at the beach. The childminder collaborates with other childminders to run a morning playgroup. Children have monthly opportunities to interact with older residents at a local care home. Children build social confidence and respect for different generations. n The childminder has a positive approach towards her own professional growth. She works with other childminders and engages in early years development courses with schools and nurseries. This collaboration enhances the quality of her care and education, ensuring that children benefit from continuously improving good practices. n Children are supervised vigilantly. They learn strategies for their own safety. For example, children know that they could choke if they do not sit down when they are chewing food. They are supervised as they learn to use knives safely to chop

p.2

need to do better?

fruit. Children learn the importance of good hygiene practices as they talk about the germs on their hands if they do not wash them. n Children learn from well-planned real-world cultural experiences. For example, children visit a Chinese supermarket and see lanterns under a bridge to deepen their knowledge and understanding of cultural festivals. They use pictures of their own families to discuss what makes them unique. Children develop a positive awareness of the diverse world that they live in. n The childminder develops communication and language by encouraging conversations, extending discussions and giving children time to think and respond. Children talk about whose birthday is next and are praised for the kind words that they are going to write on the invitations to their parties. The childminder models expressive storytelling techniques and asks effective questions. Children learn to predict events and think critically.

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 focus on the skills all children need to learn next to ensure that they achieve higher levels of progress n support children to remain focused on the learning intentions that are planned for them.

p.3

Setting details

Unique reference number EY543664 Local authority Wirral Inspection number 10367787 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 8 Date of previous inspection 25 February 2019

p.4

Information about this early years setting

The childminder registered in 2017. She lives in Bromborough, Wirral. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. She has a level 3 childcare qualification and offers the government funded places for childcare.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. n Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

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.

p.4

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.

p.5

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.6

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.6

Inspection activities

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

p.6

Inspection activities

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

p.6