Childminder in St Helens

Inspection report for early years provision

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Unique reference number 500669 Inspection date 03/09/2009 Inspector Chris Scully

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Type of setting Childminder 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 08456 404040, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

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Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 08456 404040 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder has been registered since 2001. She lives with her husband and three children aged 11, 17, and 21 years. They live in a semi-detached house in Rainford a rural village near St Helen's. The childminder is close to local parks, schools, shops and transport links. The whole of the ground floor and upstairs bathroom is used for childminding.

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Description of the childminding

The childminder is registered to care for a maximum of six children at any one time of which not more than three may be in the early years age group. The childminder is registered on the Early Years Register. She is currently minding three children in the early years age range in full and part-time places. She is able to offer care to children aged over five years to 11 years. This provision is registered on the compulsory and voluntary parts of the Childcare Register. The childminder collects and takes children to local schools and regularly attends toddler groups, libraries and other places of interest with the children.

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Description of the childminding

The childminder is a member of the National Childminding Association and the Rainford Childminding Group. She receives support from the local authority development workers. She holds the Quality First Award with the National Childminding Association.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

Well maintained documentation and a satisfactory self-evaluation provide a foundation on which the service is organised and maintained. The childminder successfully promotes the learning and welfare for children, although there are some omissions in planning and observation systems. She has created an enabling environment within her home that allows children to explore, play and learn in a safe and generally secure manner. Children's individual needs are well attended to, as effective partnerships with parents have been established. This ensures the relevant sharing of information about the children's specific needs, which promotes an inclusive service tailored to the individual needs of each child being cared for.

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further?

To further improve the early years provision the registered person should:

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further?

 enhance the planning and observations systems to ensure children make as much progress as possible in relation to their starting points, in particular children's understanding of the wider world and development of their larger physical skills  ensure risk assessments cover anything with which a child may come into contact with in this instance the cooker, outdoor play areas and identify the action taken to minimise identified risks This inspection was carried out under sections 49 and 50 of the Childcare Act 2006  continue to develop the systems for self-evaluation to promote the ongoing development of the setting.

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the early years provision

The childminder has a secure understanding of safeguarding issues, she keeps up to date with current legislation. She is very aware of the action to take and whom to contact should she have concerns about a child's well-being. Children are generally safe within the home. Daily checks of the premises contribute well to their safety. However, risk assessments do not cover everything that a child may come into contact with, such as access to the cooker, larger play equipment in the garden and some plants, nor explain how some have been minimised. Although, the childminder is very much aware of potential risks and has implemented effective procedures to minimise these to children. This includes children not being allowed in the kitchen when the oven is in use and outdoor play equipment being appropriately sited. The use of contact cards when away from the setting ensures that parents of minded children can be contacted quickly in an emergency.

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the early years provision

Children develop an understanding of their own safety, as they are aware not to pick things up in the park or garden, such as berries as 'they may get a tummy ache' and not to speak to strangers. The childminder worked in partnership with parents to ensure children felt safe and secure during the visit. Information gained from training events is used effectively to support her practice, this includes the introduction or observations and assessment systems.

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the early years provision

Good quality records and documents are in order and stored securely, ensuring confidentiality is maintained. Systems for self-evaluation are progressing with the childminder identifying some areas for improvement, which include outdoor play and the introduction of empathy dolls to support children's understanding of their own emotions and feelings and those of others. Issues relating to the previous visit have been addressed, thus improving upon the outcomes for children and partnerships with parents. Rooms are organised well with toys and resources stored in accessible low-level storage systems. Thus, children independently access their own toys and resources and select where they would like to play. Children's choice is further enhanced by the use of picture cards that depict the various toys that may not be independently accessible. As a result, children can show the childminder what they would like to play with and it can be quickly retrieved. This

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the early years provision

is particularly useful for children with limited communication and supports the inclusiveness of the setting. All children are able take part in all of the activities provided.

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the early years provision

Children have a strong sense of community and develop positive relationships with their peers and the childminder's family. Therefore, they are able to develop positive attitudes to others, although opportunities for children to develop an understanding of the wider world are limited. Partnerships with parents are a strength of the setting. This is supported through daily discussions, which helps keep parents up-to-date with what their children have been doing as well as access to their observation files. This enables the childminder to have a secure understanding of the individual needs of the children and to ensure these are met This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 well in practice. Parents states that their children are thriving in the childminder's care and that they are very happy with the care provided to them. Partnerships with schools and others are evolving and contribute to the continuity of care for

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and outcomes for children

Children are happy and animated in this homely but stimulating environment. They enjoy a good balance of activities both in and out of the home. For example, attending activities at the local sure start centre, visiting parks, library and the local shops. Children’s social skills are well developed as the childminder leads by example. This is enhanced by the childminder's warm caring nature towards the children, which enables them to feel happy, safe and secure in her care. This in turn means that they are becoming confident and inquisitive learners. She has reasonable rules that fit in with the children's rhythms and provide the children with consistent patterns for daily life. Consequently, children are learning about boundaries, to help each other and take turns, which supports their developing social skills and promotes their early citizenship.

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and outcomes for children

Planning and assessment systems are evolving and are based on the childminder’s knowledge of the children. Observations of the children are used to help plan activities linked to their interests. For example, children planted seeds at nursery and are keen to explore this further, hence plans are underway for the children to plant bulbs and monitor their growth and to visit the garden centre. Plans cover all six areas of learning, although there are some gaps in relation to children's larger physical skills and the opportunities to learn about the wider world through everyday activities, such as discussions around Christmas. Parents and children are consulted on the activities provided to ensure they reflect children's interests and stage of development. Children's language and communication is progressing well, with children confident to ask questions and to identify possible solutions to these. They are keen to initiate new ideas, such as using cars to make patterns in dough.

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and outcomes for children

Children handle small tools with increasing control as they mould dough into car shapes and using a variety of cutters, rolling pins and plastic tools. Children engage in lively conversations with the childminder about what they are making and knowledgeably describe what they do in the garage and about the traffic jam. These effective two way conversations enable children to build upon and extend upon what they know about topics. Skilful use of questioning by the childminder enhances children's problem solving skills and their vocabulary as she regularly introduces new language and their meaning to children.

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and outcomes for children

Children build well with a range of construction kits as they use their imagination to build homes for the dinosaurs. They develop their design skills as they modify the building to ensure it will not fall over and to make it taller than themselves. They use a range of mathematical language to describe what they can see, such as bigger, taller and smaller. They are developing an understanding of number and simple addition as they count the cars and predict how many more they will need. Children love to sit and read a favourite book, such as 'The Gruffalo' with the childminder and happily tell the story alongside her. Thus, they are developing a This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 love of reading and how to handle books. They are developing skills in self-care, such as helping to tidy away and to use wipes to independently wash their hands. They respond very well to the childminder's praise and encouragement. Thus,

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and outcomes for children

children understand what they have done well and what they have achieved, which boosts their confidence and self-esteem. She maintains good practices which promote the children’s health by minimising the risk of spreading infection. She actively encourages children to enjoy regular exercise, learn about good personal hygiene and the importance of eating foods which promote health. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 3 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 2

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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