Childminder in Knowsley

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 establishes kind and nurturing relationships with the children she supports. Children and their families are warmly welcomed into the childminder's home-from-home environment. The childminder personalises settling-in routines for each child. She gathers information from parents about children's care and prior learning. This helps to ensure that children's needs are met from the outset.

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The provision is good

The childminder understands how to sequence children's learning. For example, she describes how she provides a range of opportunities that encourage young children to pull themselves up to a standing position before they learn to walk. She uses her observation and assessments of children's progress to shape her curriculum. The childminder considers children's emerging interests while also providing new experiences. Children find this incredibly motivating and demonstrate positive attitudes to their learning. Children make good progress from their starting points.

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The provision is good

Children understand the childminder's high expectations for their behaviour. Older children demonstrate kindness and consideration for their younger friends. For example, they take time to check that younger children are happy and encourage them to join in their play. The childminder teaches children how to manage their emotions and to understand the impact their behaviour may have on others. Children of all ages behave well.

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need to do better?

n The childminder prioritises the development of children's communication and language skills. Children enjoy a wealth of stories. They are eager to talk about the plot of their favourite stories. The childminder skilfully engages children in conversation, asking questions and introducing new words. For example, while exploring the texture of paint on their fingers the childminder uses words, such as 'slippery' and 'runny'. Children then begin to use the words as they talk to each other. Opportunities such as these help to develop children's good communication skills. n Children learn to count and recognise shapes as they play. They sing number rhymes and begin to calculate, confidently discussing how many objects they will have if one more is added to the group. The childminder seizes everyday opportunities, such as mealtimes, to introduce mathematical words in context. For example, she helps children to estimate who has more and less. Children are

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need to do better?

developing good mathematical skills. n The childminder is clear about the knowledge and skills she intends children to acquire in readiness for their eventual move to school. She informs parents of their child's progress and provides ideas on what they can do at home to further

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need to do better?

7 April 2025 extend their child's learning. That said, the childminder does not develop professional links to share information with the staff in schools that children eventually attend. This does not help to ensure a consistent approach to children's learning and experiences at transition. n Children enjoy being outdoors in the childminder's extensive garden. They enjoy regular opportunities to practise and refine their large physical skills outside. For example, they kick balls, ride bicycles and practise balancing on the slide. However, the childminder has not fully considered how the next steps in children's learning can be extended when providing activities outdoors. This means that children are not always supported to learn in their preferred learning environment. n Children are encouraged to be independent and to 'have-a-go'. For example, children put on their own shoes when getting ready to go outside and

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need to do better?

confidently explore a range of resources when painting. The attentive childminder offers praise and makes it abundantly clear why she is proud of children. She values their resilience and determination. This helps to develop children's self-confidence and self-esteem. They know what it means to be an effective learner. n The childminder provides any assistant she works alongside with support and guidance. Effective induction, followed by regular supervision and training, helps to ensure that any assistants develop and enhance their skills over time. The childminder is an effective role model and is clear about the high standards she expects from any assistants.

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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 develop professional links with staff in the schools that children eventually attend to enhance information sharing and provide a consistent approach at times of transition n consider how the learning of children who prefer to play and learn outdoors can be extended more precisely in their preferred learning environment.

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Setting details

Unique reference number EY449730 Local authority Knowsley Metropolitan Borough Council Inspection number 10375931 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 12 Number of children on roll 9 Date of previous inspection 9 May 2019

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Information about this early years setting

The childminder registered in 2012 and lives in Kirkby, Liverpool. She operates all year round from 8.30am to 5pm, Monday to Thursday, and from 8.30am to 3pm on Friday, except for bank holidays and family holidays. The childminder works alongside an assistant.

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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 curriculum. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n The inspector spoke with the childminder's assistant during the inspection. n The inspector observed the quality of education being provided , indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector considered the views of parents during the inspection. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

7 April 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 April 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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