Childminder

Childminder

Unique reference number (URN): 2790976 Registered with Ofsted: 09/07/2024 Registers: EYR, CCR, VCR

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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.

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How we evaluate safeguarding

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

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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.

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Behaviour, attitudes and establishing routines Expected standard

The childminder builds secure bonds with the children in her setting. As a result, children show they are happy, secure and enjoy their time spent with the childminder. The childminder promotes children's good attendance. She asks parents to inform her when the children will be absent from the setting. Some children show an understanding of routines and organisation within the environment. For example, they know that books belong on the bookcase.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is calm and patient. She understands and considers each child's individual needs and adapts her interactions accordingly. For example, the childminder ensures she uses actions to support her communication with children with special educational needs and/or disabilities and that she remains at their eye level to support their understanding. In this way, the childminder ensures that all children are supported to understand what is expected of them. The childminder acts swiftly to address any disagreements or where children need support with sharing. She is beginning to support children in their understanding through explanations of why it is important to share and take turns. The childminder also communicates and supports parents and carers regarding children's behaviour, such as biting. For example, the childminder shares books with parents promoting kind behaviours.

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Inclusion Expected standard

The childminder assesses the progress that children with special educational needs and/or disabilities (SEND) and those who face barriers to learning make. This supports her to identify their needs and plan appropriate next steps in their learning and development. The childminder works closely with other professionals to support children with SEND in the setting, such as speech and language therapists. The childminder has high expectations for these children. She ensures that the support they receive is tailored to meet their individual needs. For example, the childminder supports children's communication skills through the use of Makaton signs and communication boards.

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Inclusion Expected standard

The childminder has the knowledge and understanding needed to support children with SEND. She follows relevant processes to evaluate her approach and she makes appropriate adaptations. She has attended additional training to further strengthen her practice. The childminder completes and evaluates support plans for children with SEND. This helps her to measure the steps of progress they make. The childminder shares these with parents and carers, and they plan together any next steps.

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Inclusion Expected standard

The childminder uses any additional funding to ensure it has a positive impact on children's development. For example, she purchased oral sensory resources for children. The childminder also bought a digital communication app. This has helped to further support children's communication skills.

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Achievement Needs attention

Children do not have sufficient opportunities to develop and practise their independence skills. For example, children do not receive encouragement to attempt to put their socks or shoes on before they go in the garden. They bring them to the childminder, who puts them on for them without encouraging them to try independently first. When children attempt to take off their jackets independently, the childminder quickly intervenes and does it for them.

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Achievement Needs attention

Some children can use single words to describe what they have created. For example, children say 'aeroplane' when referring to a model they made using magnetic resources. Some children also enjoy books. They show that they understand the function by turning the page and make comments about what they see in the pictures. However, not all children receive consistent support to help them make the progress in learning they are capable of. This limits children's ability to develop the knowledge and skills that they need to be ready for their next stage of learning, including school.

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Children's welfare and wellbeing Needs attention

Children do not receive encouragement to wash their hands independently. Instead, the childminder carries them and washes their hands for them. This does not support children to develop their independence in managing their personal care needs.

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Children's welfare and wellbeing Needs attention

The childminder does not use mealtimes as social learning opportunities. Children sit safely together at the table. However, they do not receive encouragement to engage in conversations with one another or with the childminder. The childminder does not not fully support children to develop their social interaction skills. This has a negative impact on children's social development and wellbeing.

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Children's welfare and wellbeing Needs attention

The childminder has a sound knowledge of meeting the needs of children with special educational needs and/or disabilities (SEND). She implements this effectively in practice. For example, she uses the sign for 'nappy' before changing children's nappy. All children have access to outdoor play. Children, especially those with SEND, receive support to regulate their feelings. The childminder offers children many opportunities to use sensory balls when she feels they need support to manage their emotions.

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Curriculum and teaching Needs attention

The childminder knows what she wants children to learn and adapts her practice well to support children who face barriers to learning. However this is not always the case for all children who attend. The childminder's teaching is not consistently adapted well for all children. She does not help all children to build on what they know and can do. Sometimes, children's interests are not followed up, such as when children express an interest to explore things that sink and float. The childminder's teaching is inconsistent. She does not consistently interact effectively in practice with children depending on their needs. For example, there are variations in how she engages with some children. The childminder does not use those interactions with children to extend and build upon their learning. As a result, children do not always have the support they need to make the progress they are capable of.

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Curriculum and teaching Needs attention

In addition, the childminder tends to be overly helpful and does not offer children consistent opportunities to be independent. For example, she cuts up food for them. As a result, children are not confident and able to manage tasks independently.

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Curriculum and teaching Needs attention

The childminder teaches mathematics throughout the day to all children. Children hear mathematical language naturally, such as counting objects they play with and how many slices of apple there are when they eat snack. The childminder helps children to develop their physical skills. Children build and negotiate obstacle courses. The childminder provides a range of resources to encourage children to gain control of their small-muscle movements, such as tweezers.

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Leadership and governance Needs attention

Although the childminder has informed Ofsted of details of new assistants working with her, Ofsted has not confirmed that all suitability checks are yet cleared. The childminder has, for the most part, supervised new assistants, which reduces any risks to children.

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Leadership and governance Needs attention

The childminder does not always accurately reflect on the quality of her teaching to help her to plan precise training to ensure all children receive the education they deserve. Although she completes mandatory training, such as paediatric first aid and safeguarding, she does not consider ways to improve the quality of teaching. As a result, children's learning outcomes are negatively affected. Children do not have the necessary support to help them reach their full potential in learning and development.

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Leadership and governance Needs attention

Parents are appreciative of the childminder's support in accessing and using additional funding for children who need it. She shares information from the local authority with parents to help keep them informed. Parents express satisfaction with the care provided. They also comment that the childminder has been a valuable source of support for their families.

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Compulsory Childcare Register requirements

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

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Register

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

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Voluntary Childcare Register requirements

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

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Register

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

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

Weaknesses in the curriculum have an impact on children's learning and the progress they make. Children have limited opportunities within the setting to make their own choices and decisions during play. Children do not always receive encouragement to explore and try things for themselves. This negatively affects the development of their independence skills. The childminder has not informed Ofsted of a significant injury that meant she was unable to childmind for a short period of time, as is required. The childminder has not supplied Ofsted with information about new assistants working with her to enable Ofsted to complete the required suitability checks. She follows all the relevant recruitment procedures and for the most part, children are not left alone with assistants. As a result, this does not have a significant impact on children's safety.

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

The childminder provides a child-oriented environment with lots of resources. Children are happy and safe in the setting. They attend regularly. The childminder values the uniqueness of each child and knows them well. Children enjoy being involved in building activities. They use different resources to build towers and create flat structures on the floor. Children, especially those with special educational needs and/or disabilities, are thoughtfully considered by the childminder. This helps them to benefit from their experiences in the setting. Some children enjoy creating their own obstacle course in the setting. The childminder praises their efforts and achievements. This has a positive impact on children's self-esteem.

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

Children happily play with the available resources. They play with farm animals, and some children are able to confidently name them all. Children flap their hands excitedly as they watch an interactive ball spinning. They also show their excitement by smiling and rocking

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About this setting

Unique reference number (URN): 2790976 back and forth as the ball rolls. Children enjoy their time in the setting's garden. They play in the sandpit, where they enthusiastically dig holes.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

ensure that any assistants are cleared as 'suitable' by Ofsted via the suitability letter before they are included in child: staff ratios 28/05/2026

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Action Completion Date

improve the quality of teaching and interactions with children to enable them to securely build on what they know and need to know next 28/05/2026

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Action Completion Date

ensure that professional development is precisely targeted to improve the quality of teaching 28/05/2026

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About this inspection

The inspector spoke with the childminder, children and parents and carers during the inspection.

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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.

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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection. Type: Childminder

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About this inspection

Operating hours: Tuesday,Wednesday,Thursday : 08:00 - 17:00

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About this inspection

Local authority: Knowsley Metropolitan Borough Council

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Facts and figures used on inspection

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

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

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

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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.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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