Childminder EY378522

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 a strong sense of belonging in this warm and welcoming setting. They form secure attachments with the childminder and are confident to select resources and make their own choices. The childminder is a good role model and has high expectations for children's behaviour and learning. Children follow these expectations well and are learning to share and take turns. Children have good manners and are eager to demonstrate kindness to one another. For instance, children identify that their friends would also like to play with the car garage, so they readily allow them to have a turn. Children smile with pride as they receive praise for their kindness. They are developing positive attitudes to learning.

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The provision is good

The childminder interacts with children very well and helps them to develop their imagination and confidence. She is supportive and calm in her interactions, readily adapting when children express their views both verbally and through their body language. The childminder places a strong emphasis on getting to know the children and their families well when they first start. She offers a gradual and flexible settling-in process and gathers detailed information from families. This helps to ensure that children form secure attachments with the childminder.

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The provision is good

The childminder has developed a curriculum rich in experiences to support children's learning across all areas. She instils values of inclusivity and compassion, and everyone is welcome in the setting. Children are learning about each other's similarities and differences in an age-appropriate way. Children are eager to support their friends and are developing empathy and respect for one another.

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need to do better?

n The childminder offers a flexible and inclusive service. She closely matches activities and learning opportunities to children's interests and individual capabilities. She is quick to adapt if children are not engaging. This fluidity in approach helps to ensure that all children make good progress relative to their starting points. n Partnership working is a strength. The childminder works closely with outside professionals for children who need extra support. She also shares information with other settings that children will be attending. Transitions to school are seamless due to the thorough information-sharing process. This helps to ensure that all children are ready for their next stage. n Children demonstrate fluency in their conversations as they speak and listen politely, with the childminder expanding on and repeating words with positive reinforcement. This helps children to swiftly build their vocabulary. However,

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need to do better?

occasionally, with the youngest children, she uses incorrect words such as 'lickle', 'handies' and 'doggy' in conversations. This means that children do not

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need to do better?

15 September 2025 always hear the correct language being used consistently. n Healthy choices are promoted consistently. The childminder provides balanced meals and snacks, and children have independent access to water throughout the day. She teaches children about where their food comes from and what foods to avoid for healthy bones and teeth. This helps to embed the importance of good oral health and healthy eating habits. n Children participate in real-life experiences, such as planting seeds and growing their own vegetables. The childminder introduces themes of sustainability. Children learn which bin to place their rubbish in and which one is for recycling. Children relish their trips to the waste recycling centre to watch the trucks go back and forth. This supports them to develop a deeper understanding of the world. n The childminder plans activities based on children's interests and involves parents in developing plans for their next steps. Parents are provided with daily

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need to do better?

updates about their children's progress and speak highly of the childminder. They are invited to share their home experiences, such as weekend trips and holidays. This two-way partnership allows parents to further support children's learning and development at home. n The childminder introduces positional language, such as 'up' and 'down', and repeats these simple words for the youngest children to copy and learn. She narrates children's play and extends their vocabulary by offering additional words and phrases for them to hear in conversation. Children are learning to listen carefully and enjoy using new words. n The childminder recognises the importance of networking to share knowledge, ideas and good practice. She has developed good relationships with local childminders, and they regularly meet at various groups. This supports children to practise their social skills and develop respect for each other's cultures and

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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 children's communication and language further, such as by modelling the correct use of language in conversations.

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Setting details

Unique reference number EY378522 Local authority Liverpool Inspection number 10372582 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 7 Date of previous inspection 26 April 2019

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Information about this early years setting

The childminder registered in 2008 and lives in Garston, Liverpool. She operates term time only, from 7.45am to 5.00pm, Monday to Thursday, except bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 4. The childminder is registered to provide government-funded early education.

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Inspection activities

n The childminder and the inspector discussed the curriculum and the intentions for the children's learning. n The inspector observed the childminder's interactions with the children during play and daily routines. n The inspector observed the quality of education being provided and assessed the impact on the children's learning and development. n The inspector spoke to the children and parents and took account of their views. n The inspector viewed a sample of relevant records and key documentation, including evidence of the suitability of adults living in the household and statutory progress checks for the children.

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Inspection activities

15 September 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

15 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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