Shields Hilary

Shields Hilary

Unique reference number (URN): 310694 Address: 63 Liverpool Road North, Maghull, Liverpool, Merseyside, L31 2HG Type: Childminder Registered with Ofsted: 01/11/1993 Registers: EYR, CCR, VCR Registered person: Shields, Hilary Margaret

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.2

How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.2

Achievement Strong standard

The childminder supports the children to build a rich breadth of knowledge and skills that prepare them extremely well for the next stage of their education. For example, young children are highly motivated to learn as they practise kicking and throwing balls. The childminder is highly skilled in teaching the children to engage and listen. As a result, the children show impressive listening and attention skills as they take turns and follow instructions.

p.2

Achievement Strong standard

Communication and language are central to the childminder's curriculum. She seizes all opportunities during daily routines to extend children's vocabulary. Children delight as they share stories, sing songs and label items during mealtimes. Children are developing high levels of confidence and fluency in their communication skills.

p.2

Achievement Strong standard

The childminder swiftly identifies any gaps in children's learning through highly effective and precise assessments of the children. She works closely with parents and other agencies to ensure that the right support for children and families is in place. This ensures that all children, including those with special educational needs and/or disabilities, make exceedingly good progress from their starting points.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder provides a nurturing and supportive environment where children feel safe, valued and understood. She develops secure, warm bonds with the children, and they can often be seen smiling and giggling together. The childminder sets clear and consistent expectations for behaviour. The childminder encourages children to make good choices for themselves, gently reminding them of the rules when needed. This respectful, inclusive approach fosters a calm environment where children understand expectations and behave consistently well.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children demonstrate excellent manners, saying 'thank you' during routine and play times. They are extremely motivated to learn and are quick to join in activities. The children are able to share and model kindness. This is supported further through weekly trips to local playgroups, where children mix in new environments. The children thrive on the childminder's positive reinforcement. The childminder has developed strong relationships with children's families. She has a good understanding of their personal circumstances and is supportive in helping them to attend her setting. This helps to establish positive routines in preparation for starting school.

p.2

Children's welfare and wellbeing Strong standard

The childminder's meaningful interactions strongly promote and support children's emotional security. Young children show excitement when selecting resources of interest and eagerly engage in routine activities. The childminder promotes children's independence skills from a very young age. For example, when washing their hands, children show high levels of independence, demonstrating that they are very familiar with the daily routines and expectations.

p.3

Children's welfare and wellbeing Strong standard

The childminder actively promotes every aspect of children's development and health with passion and determination. She sits close to children as they eat. Young children show excellent coordination skills as they confidently use appropriate utensils to feed themselves. The childminder ensures that she follows children's individual needs and routines. Sleep times are very relaxing. Children sleep safely as highly effective sleep procedures are followed. In addition, the childminder supports oral hygiene practices and gives parents strategies to support their children's development at home. For example, the childminder works closely with families to support concerns around behaviour and attention. This sharing of information further supports a consistent approach to children's ongoing development.

p.3

Curriculum and teaching Strong standard

The childminder has devised a meticulously sequenced and carefully structured curriculum which supports individual children's needs. She has an excellent understanding of child development and uses children's interests to inspire their curiosity and connect meaningfully across all areas of the curriculum. For example, children drop different sized balls into tubes. The childminder is close by, supporting the children as they problem-solve, which combines mathematical reasoning with fine motor control.

p.3

Curriculum and teaching Strong standard

The childminder nurtures children's personal, social and emotional development with great care. She is an excellent role model and inspires children through her constant interactions. The childminder speaks respectfully to the children and they understand the childminder's high expectations. For example, young children show pride as they help to tidy away when activities have finished.

p.3

Curriculum and teaching Strong standard

Children benefit from a communication-rich environment. The childminder exposes them to consistent positive reinforcement and repetition of language. The childminder uses visual aids and words to promote all children's developing language skills. For example, the childminder repeats 'caterpillar', then adds 'green caterpillar' when reading. This helps all children, including those with special educational needs and/or disabilities, to become skilful communicators.

p.3

Inclusion Strong standard

The childminder knows the children very well. She completes regular observations and assessments to fully identify how each child is developing. This helps the childminder identify any gaps in children's individual learning and ensures that timely support is implemented.

p.4

Inclusion Strong standard

The childminder works very well in partnership with schools to provide a smooth transition for children when they move on to school. The childminder supports children with special educational needs and/or disabilities (SEND) extremely well. She plans regular meetings with parents and external professionals to ensure that any support meets the individual needs of the children. This ensures the children have the support and consistency in their care and reduces barriers to the children's learning and/or wellbeing. The childminder has excellent working knowledge of the approach she must implement to support children with SEND. She ensures her skills and training are kept up to date through the local authority. The childminder is confident in contacting external professionals when needed, to implement tailored strategies and immediate support.

p.4

Leadership and governance Expected standard

The childminder places a strong emphasis on her partnership work and welcomes support and advice from her local authority and local childminding network. This helps the childminder to improve her practice. The childminder is proactive and regularly reflects on her provision. She evaluates planned activities to ensure children are happy and making good progress. She seeks feedback from parents and children. However, the childminder does not use self-evaluation as effectively as she could to target areas for development. This does not support her to raise the quality of practice to the highest level.

p.4

Leadership and governance Expected standard

Parents have high praise for the childminder. The childminder is flexible in adapting routines and arrangements to support families' changing situations. Parents feel their children are safe and well cared for, which makes them feel reassured when they leave them. The childminder ensures there is regular communication to support all parents and their children. This promotes consistent approaches to care and learning for all children.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

What it's like to be a child at this setting

All children thrive and progress from their starting points in the calm and welcoming environment. The childminder places a high priority on creating a culture of respect and ensuring that all children feel valued. She provides children with continuous praise and encouragement, resulting in them showing high levels of confidence and self-esteem. Children greet visitors with smiles and show curiosity, engaging openly and enthusiastically. Their willingness to involve unfamiliar adults in their play is a clear sign of their emotional security and strong attachment to the childminder.

p.5

What it's like to be a child at this setting

The childminder knows the children and their families exceptionally well. She carefully organises the environment to precisely target children's learning and has an ambitious

p.5

Inspector:

Katie Bonney curriculum covering all areas of learning, ensuring any gaps or concerns are quickly supported. The childminder is highly responsive to children's changing interests and next steps in their learning. For instance, when younger children show signs of disengaging or losing interest she changes the activity. The childminder sets up a scoop-and-pour tray to allow the children to practise their developing fine motor and concentration skills.

p.6

Inspector:

Children show a 'can-do' attitude to learning. They explore the environment and activities with enthusiasm, both indoors and outdoors. The childminder provides a wealth of experiences that engage and ignite children's curiosity and love of nature. Children learn about the world around them. For example, the childminder takes children on weekly trips to local parks and canals. In addition, the childminder takes the children to regular playgroups to support their turn-taking and sharing skills. The children are incredibly polite and enjoy helping the childminder to complete tasks. For example, young children show pride in their achievements as they help carry resources ready for an activity. The childminder understands the importance of regular attendance and communicates the benefits of this to parents.

p.6

Next steps

Leaders should enhance systems used for self-evaluation to identify sharply focused professional development opportunities in order to raise the quality of practice even further.

p.6

About this inspection

The inspector spoke with children and the childminder during the inspection.

p.6

About this inspection

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.

p.6

Address:

63 Liverpool Road North Maghull Liverpool Merseyside L31 2HG

p.7

Address:

Registered person: Shields, Hilary Margaret

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 09:00 - 16:30

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8