Childminder 2811930

Overall effectiveness Good

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

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The provision is good

The childminder provides a warm and welcoming home learning environment. She is calm in her approach, which helps children who have returned from their summer break to feel settled and secure. The childminder has a good understanding of what she wants children to learn and builds her curriculum around this. Children's communication and language are woven into all aspects of learning and routines. The childminder skilfully adjusts her interactions with children of differing ages to further extend their vocabulary. For example, she points and uses single words with younger children to help them make connections between words and objects. Furthermore, she ensures children have time to think and respond to her comments or questions. During snack time, children are supported to pronounce trickier words such as 'cucumber'. All children are making good progress in their language and communication skills.

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The provision is good

The childminder sets high expectations for children's behaviour. Children are eager to engage in the learning environment that the childminder has prepared for them. The childminder models how to treat others with respect and care. When minor conflicts arise, she sensitively supports children to resolve the issue. Additionally, she provides children with praise and encouragement. Children's self-esteem and confidence is increasing.

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need to do better?

n The childminder has taken swift action to address the weaknesses identified at the last inspection. She has a clear understanding of her role and responsibilities. The childminder now ensures that suitability checks are verified by Ofsted for any assistants she employs. Additionally, she has developed a robust induction process. This ensures that all staff are suitable to fulfil their roles and demonstrate good knowledge and understanding to keep children safe from harm. n The childminder plans activities that reflect children's interests and what they need to learn next. The curriculum builds sequentially on what children already know and can do. However, there are some gaps in the childminder's curriculum. Opportunities for children to explore diversity and the similarities and differences that exist between themselves and others are limited. This means that children have less opportunities to develop an understanding of what makes them

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need to do better?

unique. n The childminder does not consistently develop children's independence. For instance, during self-care routines, children are not encouraged to wash their own hands and faces, dress themselves or use a range of cutlery at mealtimes. This means that opportunities to develop important self-help skills are sometimes missed.

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need to do better?

9 September 2025 n The childminder has engaged in relevant training to help her improve her knowledge, skills and practice. She reflects on how recent training and guidance from the local authority has helped her to fully understand her role and rapidly improve her practice. This enables her to make a positive impact on children's learning. n There are appropriate arrangements in place for assessing children's progress, for example assessment checks at age two are completed and shared with parents. Parents receive regular information about their child's learning and development either verbally or through an online app. They say that this information helps them to support their child's learning at home. n The childminder supports children to think about others. Toddlers learn how to be gentle when playing with the very youngest children. They show kindness and concern for each other and their environment. For example, during role play

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need to do better?

activities, older children ensure that everyone has a teddy to cuddle. When outside, children are careful not to step on the slug they have found. This helps children to learn to share, take turns and play cooperatively. n Children's health and well-being is supported by the childminder. Children enjoy healthy meals and snacks and have access to drinking water. The childminder organises a variety of outside activities including trips and visits. During outside play, children notice the noise the wind makes in the trees. They remember the spider they have been observing and squeal in delight when they successfully blow a bubble. Children are physically active in their play and enjoy learning about the world around them.

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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 strengthen everyday routines and tasks to further provide children with opportunities to develop their independence skills n enhance the curriculum to help children to learn about difference and diversity.

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Setting details

Unique reference number 2811930 Local authority Liverpool Inspection number 10411935 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 4 Date of previous inspection 13 June 2025

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Information about this early years setting

The childminder registered in 2024 and lives in the Old Swan area of Liverpool. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holiday and family holidays. The childminder works with three assistants. She accepts government funding for eligible children.

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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 childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. 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 observed the interactions between the childminder and children. 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. n The childminder provided the inspector with a sample of key documentation on request. n Children spoke with the inspector during the inspection.

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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

9 September 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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