Childminder in St Helens

Inspection date

Previous inspection date 11/10/2012 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children are settled, motivated and keen to explore and learn. They demonstrate high levels of independence and curiosity.  Children have positive attitudes to learning and are helped to gain the skills required in readiness for their progression onto new situations.  The childminder has a secure knowledge and understanding of the Early Years Foundation Stage and a good awareness of how young children learn. She uses play, discussions and group activities both in and away from the home to promote children's development.  The childminder understands individual children well and implements effective planning and assessment procedures to ensure that children are offered a stimulating variety of activities and resources that engage them and build on their individual interests.

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It is not yet outstanding because

 Self-evalaution is not sufficiently robust enough to identify all strengths and all areas for improvement to ensure continuous improvement.  Consultation with parents to inform planning for individual children is not sufficiently robust.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities in the two main rooms used for childminding.

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Inspection activities

 The inspector spoke with the childminder at regular intervals throughout the inspection and made observations of the children present.

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Inspection activities

 The inspector observed all relevant documentation provided and took account of the parents' views who had written letters highlighting their opinions about the childminding service.

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Information about the setting

The childminder was registered in 2012 and lives with her husband and seven-year-old child in Newton-le-Willows, Merseyside. The whole ground floor of the childminder's house is available for childminding and also one bedroom and the bathroom upstairs. There is a fully enclosed garden for outdoor play. The family have a rabbit and some fish as pets.

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Information about the setting

The childminder is registered by Ofsted on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. There are currently three children on roll, two of whom are in the early years age group.

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To further improve the quality of the early years provision the provider should:

 extend the evaluation process so that it is consistently robust and identifies all strengths and areas for improvement so that outcomes for children continue to improve

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To further improve the quality of the early years provision the provider should:

 develop consultation with parents to better inform planning for individual children in all areas of learning.

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who attend

The childminder establishes children's starting points effectively on entry to her setting through discussions with parents and observations. She plans outings and activities that strongly promote children's learning and development in all areas of learning, including visits to playgroups and places of local interest. The childminder engages and interacts with children effectively to support and underpin their learning and development outcomes. She understands when to offer children support through sensitive intervention and when to allow them to explore on their own. She consistently supports children's good language skills and understanding by introducing new words or sentences and repeating them so children become familiar with them. This means children gain confidence in trying new words and sounds for themselves, for example, children enjoy making animal noises in response to the pictures they see on their favourite jigsaw puzzles.

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who attend

During play activities, the childminder promotes counting, recognition of shapes, numbers and colours. She frequently uses good open questions with the children. This supports children's thinking skills well. Children maintain their concentration and engagement in activities and participate with enthusiasm. When they need help they are confident in seeking it from the childminder which supports them to develop successful skills and abilities for the next stage in their learning. Children make good progress in their learning. The childminder maintains good ongoing records of children's progress through written observations, photographs and the children's own work, linked successfully to appropriate assessment of development bands. However, she does not consistently link the next steps of learning sufficiently well to observations and assessment. The childminder shares her understanding of children's progress with parents through discussions, children's progress

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who attend

records and by providing a regular written summary of children's progress. The summaries provide information about children's progress in relation to each area of learning and broadly identify the next steps. This enables parents to support their children's ongoing learning and development. However, consultation with parents to inform planning for individual children is not always sufficiently robust.

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The contribution of the early years provision to the well-being of children

The childminder provides a well-resourced environment and a good range of play experiences, supporting children's learning and development well. Resources are mostly at low level, inviting children to explore and investigate. There is a dedicated playroom with a range of accessible resources. This enables children to initiate their own play and ideas. The childminder carefully considers the resources she offers. For example, providing resources to support children in their understanding and valuing of others, such as books about different religions and cultures. Although the childminder's garden is currently out of use, children benefit from plenty of fresh air and physical activity. They enjoy playing with the range of resources and equipment provided in the many local parks and facilities which the childminder frequently visits. For example, the childminder takes children out locally for walks to explore the woods and visits to the parks, and in summer they visited a

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The contribution of the early years provision to the well-being of children

'city beach'. This enables them to develop their physical skills in different ways and underpins their understanding of the world, enabling them to meet other children of a similar age and use a wider variety of resources.

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The contribution of the early years provision to the well-being of children

Children are happy, secure and confident in the childminder's care, who demonstrates a strong understanding of their individual personalities and needs. Children develop very good relationships with the childminder and demonstrate how secure they feel by going to her for cuddles if they feel they need to. The childminder provides plenty of praise and encouragement to successfully reinforce children's positive behaviour. Children benefit from varied healthy snacks that extend their tastes, such as grapes and strawberries, which they have with water, and they enjoy home cooked food for their main meals. The childminder promotes children's independent skills further through encouraging them to work out problems for themselves, for example as they complete puzzles or learn how simple battery operated toys work. Visits to local groups underpin children's social skills and confidence with a larger group of children and strongly prepare children for their

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The contribution of the early years provision to the well-being of children

transition to their next place of learning.

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provision

The childminder's has thorough safeguarding procedures which ensure that children's welfare is consistently promoted. She has a strong understanding of the procedures to follow and has all appropriate procedures and contact details in place should she have concerns about children's well-being. These are clearly communicated to parents. She has registered for additional training to improve her knowledge and regularly checks that her information is up-to-date. The childminder monitors and reviews her procedures and policies to ensure that they drive improvement. She regularly networks with other childminders and groups to update her knowledge and share good practice. She uses the Ofsted self-evaluation form as a working document to highlight her strengths and to set herself action plans for improvement. However, this information is not used consistently to identify all areas for future development to further improve practice, such as consistently

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provision

incorporating the views of parents in children's next steps of learning.

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provision

The childminder effectively monitors her planning and assessment procedures ensuring that they display an accurate understanding of the children's abilities and progress. She understands and considers how best to help children progress. Children develop secure attachments with the childminder and readily include her in their play and conversations. Working in partnership with parents and when appropriate other professionals, ensures that children's individual needs are well met. Overall, the childminder creates a welcoming and safe environment where children are motivated to learn and develop in confidence.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted 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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Setting details

Unique reference number EY443441 Local authority St. Helens Inspection number 786991 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 3

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Name of provider

Date of previous inspection Not applicable

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply: Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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 assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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