Childminder in Sefton

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

The childminder provides children with a home-from-home environment. She forms strong bonds with children right from the start. Children who are very new to the setting are incredibly well settled and emotionally secure. They separate from parents easily and are greeted with big smiles from their friends. Children are eager and motivated to explore the playroom and make choices about what they want to play with. The childminder is a good role model, she teaches children about sharing and respectful behaviours. Older children have impeccable manners. They use 'please', 'thank you' and 'excuse me', consistently during their conversations with others. Children behave very well and have a secure understanding of what is expected of them.

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The provision is good

Generally, the childminder implements a curriculum that is effective for all children. She places high priority on providing children with experiences they would not typically have. Children spend a lot of time in the community, meeting new people and learning about the wider world. They visit museums and art galleries to broaden their knowledge and learn about things they are interested in, such as dinosaurs. The childminder links together with other local childminders at playgroups to help children learn to socialise in larger groups. Children are confident and well prepared for the next stage in their learning.

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need to do better?

n The childminder has a secure understanding of the things she wants children to learn. She uses information from children's assessments and their interests to plan for their next steps. However, when implementing the curriculum, the childminder does not always consider how to adapt it sufficiently to support the children's different ages and abilities. Consequently, at times, children are not engaged in interactions that extend their learning further, which hinders their attitude to learning. n The childminder promotes communication and language development well. Older children are very confident communicators. They hold lengthy back-and- forth conversations about a range of topics. Babies are beginning to babble and say some single words in context. The childminder models appropriate language and narrates to children about what they are doing. This helps them to hear a variety of new words and develop good speaking skills.

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need to do better?

n Mathematical development is promoted well. The childminder supports children to count confidently on rote and with one-to-one correspondence. Older children recognise and form some familiar numerals. They engage well with problem- solving activities, such as putting numbers one to five in the correct order. Older children are developing a love of mathematics and building their confidence with numbers.

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need to do better?

7 March 2025 n Promoting children's independence is implemented throughout routines. Older children help to prepare snack by buttering toast. They use the bathroom independently, wash their own hands and tidy away the toys. Babies learn to hold their own bottle, feed themselves at snack time and explore the playroom independently. Children take pride in completing tasks for themselves and are developing self-care skills needed for the future. n The childminder places high priority on promoting children's literacy development. Children enjoy taking part in story time and are developing a love of books. Babies explore the sensory aspects of the pictures and learn to turn the pages independently. Older children retell stories from looking at the pictures and remember key parts from books. They learn to form some recognisable letters from their name and practise holding a pencil correctly. This helps to promote children's early writing skills in preparation for school.

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need to do better?

n The childminder forms good partnerships with parents and other settings that children attend. She collects information from parents about children when they first start and provides ongoing updates about their development. The childminder works closely with other childcare providers to establish children's next steps and share information about care and learning. This helps to provide continuity and consistency for children. n Overall, the childminder's programme for professional development is effective. She accesses all mandatory training, keeps up to date with legislation and links with other childminders to share good practice. However, the childminder does not always recognise when professional development needs to focus more specifically on the gaps in her knowledge, such as implementing and sequencing the curriculum. Consequently, there are some inconsistencies in the quality of education.

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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 adapt the implementation of the curriculum more precisely to support children's different ages and stage of development to help them engage more consistently n target the programme of professional development more sharply to strengthen the quality of education.

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Setting details

Unique reference number EY430458 Local authority Sefton Inspection number 10372293 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 9 Date of previous inspection 10 April 2019

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Information about this early years setting

The childminder registered in 2011 and lives in Maghull, Liverpool. She operates all year round from 7.30am to 5.30pm, Tuesday to Thursday and 7.30am to 4.30pm on Friday, except for bank holidays and family holidays. The childminder provides government funded childcare.

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Inspection activities

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 Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder and 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.

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Inspection activities

7 March 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

7 March 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

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

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