Webb, Francis

Webb, Francis

Unique reference number (URN): EY251273 Address: 14 Hillfoot Avenue, Liverpool, Merseyside, L25 0PE Type: Childminder Registered with Ofsted: 08/04/2003 Registers: EYR, CCR, VCR Registered person: Webb, Francis Marie

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.1

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.1

Behaviour, attitudes and establishing routines Strong standard

The childminder has created a highly-nurturing environment, where children are treated with respect and care. She sets clear expectations for behaviour, bespoke to every child's age and stage of development. The childminder forms secure and respectful bonds with the children, praising their efforts in sharing and teaching them to interact with empathy and care.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children are extremely kind and respectful of each other. Older children are positive role models, showing patience towards younger ones. The childminder's nurturing and consistent approach promotes respect through clear rules, helping children feel safe and secure and develop a strong sense of belonging. She understands that some children are still learning to manage emotions and provides clear strategies to support them. She plans activities that build skills for school readiness.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children know what is expected and make choices about what to do next. They are proud of their setting and help tidy up before eagerly moving on to new activities. Children play happily together and alongside the childminder. They politely share resources and offer help to their friends. The childminder organises the day so that parents, carers and children are prepared for activities. She maintains accurate attendance records and follows procedures for absences or missing children, ensuring children's safety and wellbeing at all times.

p.2

Children's welfare and wellbeing Strong standard

The childminder creates a safe, nurturing and welcoming environment where every child and family feels they belong. The childminder's high expectations and inclusive values are consistently embedded, promoting respect and a strong sense of community. Children confidently settle through strong attachments with the childminder and demonstrate high levels of emotional wellbeing and security. The childminder skilfully teaches children about healthy lifestyles. They discuss vitamins and how different foods fuel their bodies for the activities they enjoy. Children make informed choices about what vegetables and fruit they eat.

p.2

Children's welfare and wellbeing Strong standard

Well-structured routines are clearly understood and consistently followed. During mealtime routines, children independently wash their hands before eating and drink water throughout the day. Children relish their time outdoors, exploring with curiosity and confidence. The childminder consistently encourages independence in managing personal care. For example, children confidently talk about oral health, their toothbrushing at home and trips to the dentist. These embedded routines help children develop healthy life skills and resilience.

p.2

Children's welfare and wellbeing Strong standard

Welfare and wellbeing are paramount to what the childminder strives to achieve through her nurturing approach. This helps children to build strong foundations for lifelong health.

p.2

Inclusion Strong standard

The childminder has high expectations for inclusion and about meeting individual children's needs in a safe, warm environment. Continuous professional learning ensures she has up- to-date knowledge and the skills needed to ensure all children can access their personalised learning plans. The childminder expertly supports children's specific communication and language skills. For instance, she plays games with children to help them hear words. Visual timetables support children's understanding of routine and help them embed new vocabulary.

p.3

Inclusion Strong standard

The childminder frequently reviews the strategies she uses to ensure each child is making progress towards their individual targets. The childminder assesses children's needs effectively and regularly monitors their progress. The childminder uses early identification proactively and seeks specialist support for children when it is needed. She works very successfully with specialist early years professionals and family support workers to adapt the provision precisely to meet children's individual needs. As a result, children are included in all aspects of life in the setting.

p.3

Inclusion Strong standard

The childminder provides one-to-one support when needed and trips for children who may not otherwise access such experiences. Consequently, children who face barriers receive timely, targeted interventions that help them overcome challenges.

p.3

Leadership and governance Strong standard

The experienced childminder has a clear understanding of what she wants the children to learn in an environment where everyone feels supported. She places a consistent focus on inclusion and has high ambitions for all. She takes swift, effective action to address any concerns in children's development or learning.

p.3

Leadership and governance Strong standard

The childminder regularly evaluates her provision. She is able to identify the strengths of her provision and professionally discuss potential areas for further development. Highly effective partnerships with parents and other professionals result in a consistent flow of information that benefits the children's learning and progress. Parents report that they appreciate the childminder's nurturing approach and are extremely happy with the level of care their children receive. The local childminding network supports the childminder's own wellbeing, as there are regular opportunities to meet up and discuss professional experiences.

p.3

Leadership and governance Strong standard

The childminder understands the importance of assessment and uses funding to help close any gaps in children's learning. Children enjoy regular outings in the local area, which help them to develop a sense of community. The childminder shares resources and books with parents so that they can work together to support children's progress. She accesses a range of high-quality training that enhances her skills and expertise to ensure continuous improvement across the setting. There are established links with local schools, which successfully support transition when children move on to school.

p.3

Achievement Expected standard

Typically, children achieve well from their starting points. Children are happy and curious in the nurturing environment the childminder has created. They benefit from activities that support next steps in their learning and their individual needs. Children develop motor skills effectively, building their strength and coordination in the well-resourced environment that has been planned to capture children's interests and curiosity.

p.4

Achievement Expected standard

Generally, children learn to express themselves and develop their communication and language well. Children count confidently and explore colours and shapes effectively in their play. They receive lots of praise as they engage in the focused group activities that the childminder provides. Children develop a love of books and reading. They smile with enthusiasm as they independently wash their hands and get seated to listen to a story. Children persevere in tasks they find challenging. They develop essential skills needed for their future learning and move on to school.

p.4

Curriculum and teaching Expected standard

The well-sequenced curriculum is designed with the children's individual needs and interests at its heart. Children eagerly lead their own play and take part in small-group sessions. They enjoy spending time with their friends and the childminder. For example, an enthusiastic movement and dance session at the start of each day helps build children's strength and motor skills. When modelling activities, the childminder knows how to adapt teaching for children with special educational needs and/or disabilities and those with barriers to learning and/or wellbeing. Mathematical knowledge is taught daily using a variety of resources to help children recognise shapes and embed counting skills.

p.4

Curriculum and teaching Expected standard

The childminder supports communication and language well. The curriculum for language and communication is generally well implemented, with opportunities for children to hear and use ambitious vocabulary. Regular observations identify children's next stage in learning. However, occasionally, the childminder does not give enough time for children to demonstrate what they know and use their critical-thinking skills. More opportunities to consistently explore children's thinking would allow the childminder to build even more precisely upon their learning.

p.4

Curriculum and teaching Expected standard

The childminder works closely with parents to build on children's skills and knowledge. She values diversity and inclusion highly. Weekly trips in the community help build children's social skills. Books and resources reflect a wide range of cultures and family structures.

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

The childminder provides children with a home-from-home environment, giving them the confidence to be themselves. From the moment they arrive, they laugh with their friends as they follow morning routines that spark their love of learning. The childminder's warm, caring and nurturing approach ensures children feel safe and emotionally secure. As a result, children settle quickly and have a true sense of belonging in this happy, respectful and welcoming setting.

p.5

Address:

14 Hillfoot Avenue The childminder consistently promotes healthy lifestyles for children by ensuring they get plenty of fresh air and exercise regularly. Additionally, she prepares healthy meals and snacks to support children's growth and development. The childminder has high expectations for children's learning. She shows a deep understanding of what she wants children to learn. The inclusive curriculum nurtures children's interests in books and numbers, supporting their early literacy and mathematical abilities. They enjoy listening to stories read to them and singing along to familiar nursery songs. Children's language and comprehension abilities develop quickly.

p.6

Address:

The childminder has high expectations for children's behaviour and attitudes to learning. Children of all ages are supported to understand and manage their feelings and behaviours. The childminder effectively supports children well to develop the personal and social skills needed to play and learn cooperatively with others and build friendships. There are regular trips into the community and celebrations of different traditions and cultures. Children are extremely kind, respectful of each other and highly motivated to learn. The childminder ensures partnerships with parents are positive, and she works collaboratively with families to support the children's learning at home.

p.6

Next steps

The childminder should strengthen opportunities for children to share their thinking so that their learning can be built upon more precisely.

p.6

About this inspection

The inspector spoke with the childminder, parents and children 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. Liverpool Merseyside L25 0PE Type: Childminder

p.6

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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.7

Strong standard

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

p.7

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