Childminder EY415197

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 demonstrate that they feel happy and safe in the childminder's care. They develop strong bonds with the childminder. The childminder provides a fun, home- from-home learning environment where children's confidence can grow. She is attentive to their needs and recognises each child's unique personality within her nurturing approach. Children are independent learners who are happy to lead their own play. They eagerly join activities planned by the childminder, which support a broad and balanced curriculum.

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The provision is good

Children make good progress towards the next stages of their education. The childminder enhances children's experiences with outings and visits to local outdoor spaces. She promotes children's growing confidence and social skills as they mix with other toddler groups in the community. Children's language and literacy skills are supported during story sessions with the childminder and at the library. Children behave well and display positive attitudes towards their play and learning.

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The provision is good

Children enjoy exploring nature at local parks and look after the childminder's guinea pigs with enthusiasm. The childminder supports children's physical skills and overall well-being. Children enjoy daily opportunities to play and learn outdoors. The childminder helps children learn about her expectations and routines. For example, children help to set the table and know to wash their hands before meals. The childminder supports children well as they approach their move on to school.

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need to do better?

n The childminder's experience helps her to plan engaging activities based around children's interests. For instance, children enthusiastically fill and empty containers to create mud-and-stick homes for their dinosaurs. The childminder extends children's learning, encouraging new interests. For instance, children care for guinea pigs and rabbits in the childminder's garden as they learn more about animals and nature. This helps to build on what children know and can do. n The childminder works closely with other agencies to support children with special educational needs and/or disabilities. For instance, she invites other professionals to her home to assess children's needs. She works closely with parents to support them as they work with external agencies. The childminder helps all children to make progress from their individual starting points. n The childminder encourages children's speech and language skills. She prioritises

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need to do better?

reading stories and communication at every opportunity during the day. She is skilled at providing opportunities that reinforce new learning. For example, she leads engaging song and rhyme sessions, encouraging children to say new words as they repeat phrases and copy actions. This helps children to develop new language skills and expand their vocabulary.

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need to do better?

13 August 2025 n Children develop their knowledge of mathematics throughout the day. For instance, while playing with cars, children carefully count how many cars are in the garage. They sort the cars by number, colour and size. Children demonstrate a growing understanding of mathematical language during child-initiated activities. n Children learn about the importance of eating healthily. They enjoy home-cooked meals and healthy snacks. Children discuss the fruits and vegetables they eat and know to drink throughout the day to keep their bodies healthy. Children learn about good hygiene routines and why these are important. They begin to form healthy habits for life. n The childminder helps children to gain the skills they will need as they move on to school. Children learn to manage their own self-care needs and to follow instructions and routines well. There are graduation celebrations for children

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need to do better?

who are moving on and the gift of a special teddy bear to keep them company on their next steps. This helps children to prepare for the journey to a new environment and supports their smooth onward transitions. n Relationships with parents and families are strong and supportive. Parents comment that they appreciate the childminder's advice and patience. The childminder communicates well with parents, ensuring that they are involved in their children's learning. She offers ideas for home learning, promoting consistency in children's care and learning. n Overall, the childminder understands the importance of professional development to further enhance her skills. For instance, she completes online modules in addition to mandatory training. However, professional development opportunities are not targeted precisely on enhancing her knowledge and teaching skills in areas that will benefit children the most.

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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 target professional development opportunities more precisely to enhance the quality of teaching and education in the areas that are of most benefit to the children.

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Setting details

Unique reference number EY415197 Local authority Sefton Inspection number 10399460 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 6 Date of previous inspection 3 December 2019

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Information about this early years setting

The childminder registered in 2010 and lives in the Litherland area of Liverpool. The childminder operates all year round, from 8am to 5pm, Monday to Thursday, except for bank holidays and family holidays. She holds a recognised early years qualification at level 3. The childminder offers government funded early education for eligible children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The inspector observed the childminder joining in activities with children and discussed the learning that was taking place with her. n Children spoke to the inspector throughout the inspection. n A sample of policies and procedures were looked at by the inspector. These included documents relating to the suitability of household members, safeguarding and risk assessments. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. n Parents shared their views of the setting with the inspector.

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Inspection activities

13 August 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

13 August 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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