Kilgannon, Tracy

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

p.1

The provision is good

Children are happy with this warm and nurturing childminder. She uses her extensive knowledge of how children learn to plan a stimulating and creative curriculum. This helps children to make good progress in all areas. She selects resources and activities that will interest children and ignite curiosity in finding out how things work. For example, children observe how colours mix and pretend to be scientists as they mix potions using juice.

p.2

The provision is good

Children enjoy frequent outings to playgroups, where they meet a diverse range of people and enjoy exploring different resources. They regularly visit the local safari park to learn about different animals. Children explore the indoor and outdoor learning environments independently, as well as with the childminder and any assistants. The childminder supervises children closely, extending their learning as they play and ensuring their safety.

p.2

The provision is good

The childminder nurtures caring and supportive relationships with children. Children show they feel secure, giving the childminder frequent hugs and seeking her out to share their achievements. Children keep trying when things are tricky. They climb the outdoor soft-play equipment repeatedly until they perfect their jumping technique. The childminder has high expectations of children's behaviour. She role models this for children effectively as she speaks with kindness, respect and patience.

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need to do better?

n The childminder has planned a broad curriculum. This leads children to gain a wide range of skills. In this way, all children make progress in their learning and development, and they are well prepared for their next stage in learning. n The childminder has a good understanding of how children learn. She ensures that children are able to master skills through a range of different experiences in the learning environment. However, at times planned activities do not fully meet all individual children's needs effectively. For example, some activities are not organised to ensure younger children can fully participate or are too complicated for children to understand. This does not always support them to learn the intended curriculum. n The childminder supports children to communicate effectively. She listens carefully to what children say and asks questions that extend their learning. The childminder narrates what children are doing in their play, modelling new

p.2

need to do better?

vocabulary that they then use. Children use vocabulary such as 'delicious' and 'fabulous' when they return home and communicate with confidence. n The childminder provides a wide range of experiences to enhance the curriculum. Children learn about people that help us as they meet police officers

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need to do better?

30 April 2025 and explore a real fire engine. Children participate in a wide range of activities that celebrate different faiths and cultures. Children are beginning to gain a good understanding of the wider world. n The childminder uses a range of strategies to support positive behaviour. She works closely with parents to achieve a collaborative approach to resolving any issues. Children learn to share and treat each other with kindness and empathy. n The childminder teaches children how to keep themselves healthy. She delivers consistent messages about healthy eating, exercise and personal care. For example, the childminder talks to children about the different fruit they eat for snack and how to brush their teeth properly. Children are physically active in their play throughout the day. Children are learning to make healthy choices. n Parents praise the childminder's dedication to her role. They receive frequent

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need to do better?

communication that helps them to feel involved in their child's day and supports them to continue their child's learning at home. For example, the childminder suggests activities that extend children's fine motor skills. These close and trusting relationships help children to thrive. n The childminder works effectively with a range of other agencies. She frequently seeks support to help her evaluate and improve her services. The childminder works closely with any assistants to ensure their knowledge is up to date and they receive detailed feedback. She engages with local schools to ensure that children are well prepared and transition smoothly. This collaboration ensures that the service the childminder offers continually improves to meet children's needs.

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 sharply focus on the identified learning intentions for children's different ages and stages of development during planned activities, to fully support their progress.

p.3

Setting details

Unique reference number EY427456 Local authority St Helens Inspection number 10380271 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 12 Number of children on roll 10 Date of previous inspection 3 June 2019

p.4

Information about this early years setting

The childminder registered in 2011 and lives in the Eccleston Park area of St Helens in Prescot, Merseyside. She operates all year round, from 7.30am to 5.30pm on Monday, Wednesday, Thursday and Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3 and works with an assistant. She provides funded early education for two-, three- and four-year-old children.

p.4

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 with the inspector during the inspection. n The inspector spoke to an assistant during the inspection. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector spoke to several parents during the inspection and took account of their views.

p.4

Inspection activities

30 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

30 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

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