McPhillips, Christine Joanne

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 a home-from-home environment, where children arrive happy and ready to start their day. Children confidently explore the environment. They demonstrate they feel safe and secure as they build up positive relationships with the childminder. Children enjoy their time and thrive in the warm and stimulating environment that the childminder creates.

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The provision is good

The childminder knows children well and plans an ambitious curriculum to ensure that all children make good progress from their starting points in development. She follows children's interests and plans a range of activities to extend their learning. For example, children begin to develop an understanding of mathematical concepts as they group pretend dinosaurs based on size. Children have many opportunities to take part in outdoor learning, which the childminder uses to support their physical development well. The childminder's curriculum supports children to gain the necessary skills for their next stage in learning.

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The provision is good

Children behave well. The childminder has high expectations for children's positive behaviour and acts as a positive role model. She uses positive reinforcement to praise children for following embedded routines and expectations. For instance, the childminder encourages children to actively help with tidying up the toys when they have finished playing. She supports children's early literacy skills well. During story time, the childminder stops at different intervals and asks children questions to check their understanding.

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need to do better?

n The childminder plans a curriculum that incorporates a range of activities and learning experiences based around the different seasons, celebrations and festivals, while building on children's emerging interests. For example, she incorporates dinosaurs into daily activities after a recent visit to a dinosaur museum. This helps children to remain deeply engaged in what they do. As a result, all children make good progress. n Children learn about a range of festivals and celebrations, including the similarities and differences of cultures and faiths different to their own. For instance, the childminder uses National Braille Day to introduce different sensory experiences for children. This contributes towards children valuing differences in themselves and others. n The childminder supports children's independence skills well. For example, she encourages children to attend to their own personal care needs. Children

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need to do better?

confidently wash their hands by themselves in preparation for mealtimes. This helps children be aware of how to live healthy lifestyles from a young age. n Overall, the childminder supports children's communication and language

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need to do better?

31 March 2025 development well. She reads stories of interest and encourages children to join in with familiar songs. Younger children babble and learn to join in during familiar songs. However, on occasion, the childminder does not allow enough time for children to think and respond to further enhance their language skills. As a result, children do not benefit from opportunities to think more deeply, test their own ideas and address any problems on their own. n The childminder encourages children to develop a love of reading. She makes books readily available and easily accessible to children. The childminder encourages children to use books to support their understanding of feelings and emotions. For example, older children listen to a story of a dinosaur going to school as they prepare for their own transition to school. This supports children to develop good early literacy skills. n Children develop social skills and learn about their local community as the

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need to do better?

childminder incorporates regular outings and activities outside the home. They regularly visit local parks, the petting farm and local beaches. Children join in activities with other childminders and their minded children. These experiences help children to form positive friendships and play cooperatively together. n The childminder recognises the importance of working in partnership with other settings children attend. She maintains contact and shares information with other settings that children attend. This helps the childminder to plan learning opportunities effectively, which contributes to the continuity of children's care and education. n The childminder continually strives to improve her knowledge. She carefully plans training that will support children and the development of her setting. For instance, the childminder has recently attended training on how to implement a climate action plan. As a result, the childminder makes careful considerations

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need to do better?

when purchasing new resources, and she encourages the use of lending libraries and book swaps. Children learn to put litter in the bin and about the importance of recycling.

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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.

p.3

should:

n support children to develop their critical thinking and problem-solving skills even further.

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Setting details

Unique reference number EY336796 Local authority Sefton Inspection number 10367983 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 7 Date of previous inspection 5 March 2019

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Information about this early years setting

The childminder registered in 2006 and lives in the Sefton area of Liverpool. She operates all year round, from 7.30am to 6pm, Monday to Friday. The childminder provides government funded childcare.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the curriculum. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n Parents and carers shared their views of the setting with the inspector through written feedback. n The childminder provided the inspector with a sample of key documentation on request.

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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.

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Inspection activities

31 March 2025 31 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

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