Childminder in Liverpool

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

Children smile with delight as they receive a warm welcome from the caring childminder as they arrive at his home. The childminder plans a broad and ambitious curriculum. Children are eager to explore the enticing activities that reflect their individual interests. This includes a wide variety of real-life experiences, which ignite children's curiosity about the world and foster a love of learning. For instance, the childminder identifies children's keen interest in planting and animals. He plans fun garden time where children enjoy observing and learning about animals first hand. Children build strong bonds with the childminder, who knows them well. He is responsive to their individual needs. The childminder swiftly accommodates changes to routine when he recognises cues that children may be tired or hungry.

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The provision is good

The childminder positively supports children's behaviour. He teaches children to understand what is expected of them and encourages them to follow instructions well. For example, he provides gentle instructions about how to take turns as children play with games. The childminder models good manners, such as saying 'please' and 'thank you'. As a result, children learn to behave well, share resources as they play and are kind to each other. The childminder's considerate teaching helps to ensure that all children make good progress.

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need to do better?

n Children are keen to explore and investigate nature, including different animals and birds they see in the garden. When children find a spider, the childminder reminds them of the nest of baby spiders they watched hatch a few weeks earlier. Children recall the hatching spiders with excitement and repeat this memory several times. Children help the childminder to fill and empty pots with soil and prepare containers ready to plant in the garden. This broadens children's understanding of the world and promotes curiosity about animals and nature. n The childminder uses single, repeated words to develop speech in younger children. He joins in play, modelling new vocabulary, such as cooking 'stew'. The childminder recognises children's gestures and encourages them to use the words alongside their actions. Children make good progress in speech from their starting points. Overall, children communicate well. However, sometimes, the

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need to do better?

childminder does not give children the time they need to formulate and give their responses. This reduces opportunities for children to explore their ideas and thoughts more thoroughly. n Children learn to lead healthy lifestyles with the childminder. They enjoy the nutritious and home-cooked meals he provides. Children have plenty of opportunities to be active, indoors and outdoors. The childminder helps children

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need to do better?

30 June 2025 to confidently manage personal care routines, such as washing their hands. However, he does not always consider promoting a wider range of self-care skills for children, to further promote their independence. n The childminder supports children with their physical skills. He provides space for children to practice walking and digging in the soil. In the garden children enjoy painting on easels and using trowels. Children play with dough and paint and enjoy cutting and preparing vegetables for soup. Children grow strawberries and courgettes in the back garden. They visit the park, library and local shops. This helps develop their confidence and sense of community. n There are multiple opportunities for children to develop their mathematical skills. The childminder encourages children to notice numbers in the environment as they play with dough. They make predictions as the childminder encourages

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need to do better?

them to estimate how many potatoes are needed for the 'stew'. The childminder describes the size and position of objects, which helps children to learn mathematical language. Children show that their learning has been embedded as they count other objects independently. n Parents speak highly of the childminder. They appreciate the regular communication and daily updates about their children's progress and what they have been doing in the day. Parents appreciate his robust approach to keeping children safe in the setting. This joint approach helps the children to make good progress. n The childminder works closely with his co-minder who is also a registered childminder. He is committed to ongoing professional development. He readily attends training to strengthen his knowledge of early years practice. Recent training has helped him better support children's resilience and self-esteem. This has had a positive impact on children's emotional well-being.

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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 allow children sufficient thinking time to formulate responses to questions and in conversations n provide further opportunities to enhance children's growing independence.

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Setting details

Unique reference number 403559 Local authority Liverpool Inspection number 10388500 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 11 Date of previous inspection 15 July 2019

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Information about this early years setting

The childminder registered in 2000. He lives in the Norris Green area of Liverpool. The childminder works alongside a co-childminder. He operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder holds a childcare qualification at level 3.

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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 The inspector observed the quality of teaching during activities and the impact this has on children's learning. n The inspector held discussions with the childminder at appropriate times throughout the inspection. n The inspector considered written feedback from parents and spoke to children during the inspection. n The inspector viewed evidence of the suitability of persons living in the household.

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Inspection activities

30 June 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 June 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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