Childminder in St Helens

Inspection date

Previous inspection date 17/12/2012 02/06/2009

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early years provision

This inspection: 2 Previous inspection: 3 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 happy and settled in a friendly and welcoming environment, because the childminder provides positive and warm interactions to all.  Children make good progress in their learning. This is because the childminder knows her children well and carries out effective observations and assessments that inform planning for individual children.  Relationships with parents are good which ensures children's individual needs are known and well supported.  The childminder supports children's play through a good range of resources. They are organised to encourage children's active participation and build upon their interests especially through their choice of free play. They include opportunities to access outdoors and outings regularly such as trips to an allotment.

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It is not yet outstanding because

 Although the childminder monitors her provision through self-evaluation she does not always evaluate the ongoing impact to practice in order to help planning for future improvements  The learning intentions of activities which are planned for children are not consistently precise enough to ensure children's potential is fully maximised.

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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 held discussions with the childminder and observed practice alongside her interactions with the children.

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Inspection activities

 The inspector looked at children's portfolios which included a range of observations and assessment documents. Planning documents were also observed.

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Inspection activities

 The inspector looked at the provider's self-evaluation form and a range of policies and procedures that support her provision.

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Inspection activities

 The inspector spoke with parents and looked at evidence that showed partnership working.

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Information about the setting

The childminder was registered in 2008. She lives with her partner and two children aged five and 13 years. The family live in the Windlehurst area of St Helens, Merseyside. Children have access to the whole of the ground floor. Toilet facilities are available on the first floor. There is a fully enclosed area at the back of the property for outdoor play. The childminder cares for children on weekdays from 6.30am to 6pm daily.

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Information about the setting

The childminder is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. There are five children on roll, of whom three are in the early years age group. She also offers care to children aged over five years to 11 years. The childminder holds an Higher National Diploma in Early Childhood Studies. She is a member of the National Childminding Association.

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

 extend planning further so that clearly focused learning intentions of activities are more consistently used to maximise children's learning

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

 improve the self-evaluation process to evaluate the ongoing impact of improvements and use this information to develop a more sharply focused plan for the future.

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who attend

The childminder's knowledge of how to promote children's learning and development is good. She obtains information about what children know and can do before they start at the provision through discussions and completion of the all about me booklet. She has developed effective systems for observation and assessments, which demonstrate how children are progressing, linked to the seven areas of learning. She uses her knowledge of individual children to plan next steps based on individual interests and abilities. Children's play is well supported by the childminder who provides positive interaction, although on occasions, some activities are not always sharply focused on the learning intention to ensure children get the most out of all activities.

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who attend

Children's communication skills are fostered well through various activities, including songs and rhymes, resulting in competent speakers and listeners. The childminder listens intently to what children are saying and responds in a positive manner repeating and extending on what children say to support speech development. She asks simple open-ended questions which encourages children to talk about what they are doing. This improves their learning and helps them to extend their vocabulary and use of English as an additional language. A wide and varied selection of books is available for children to look at independently or share together with the childminder. These are enhanced with props to bring stories to life and further nurture children's interest in books.

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who attend

The childminder supports children's awareness and use of mathematical language during their play. For example, she repeats counting rhymes to help development and reinforcement of their understanding of numbers. Their vocabulary and reasoning is extended further as she asks open-ended questions about size and offers creative alternatives to what to do if toys are too big to get through the door of the doll's house. Children express themselves creatively as they dress up using the wide range of outfits available to act out as their favourite character. They use available resources to create props to support role-play, for example children use the rainbow stick which they created to cast spells on themselves. They confidently move their bodies around the space, swirling and twirling singing jingles as they move.

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who attend

Children capture experiences and responses using a wide range of media, such as music, paint and other materials. They enjoy creating their own pieces of artwork using different painting techniques including vegetable printing. Children's understanding of the world in which they live is consolidated as the childminder talks about their family, each other and their experiences in the provision. For example, the childminder uses a talking board depicting numerous images of previous experiences to support children to talk about their shared experiences together.

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

The childminder creates a welcoming and stimulating environment where children are happy, active learners and demonstrate that they feel safe. She works closely with parents to ensure the constant exchange of information to meet children's individual learning and additional needs take place. This promotes the inclusion of all children as the childminder respects and values each child regardless of their specific backgrounds. Good settling-in procedures enables children to feel part of a group and develop confidence in asking the childminder for help when needed. This supports their transitions between home and the provision. They have access to a wide range of resources that are varied and offer appropriate challenge. Children are able to make choices about their play in the stimulating environment. The childminder uses her knowledge of individual children to extend the range of resources available. For example, the range of dressing-up clothes

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

reflects children's current interests in particular characters.

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

Children are confident and are developing awareness of expressing feelings and responding to the wishes of others. For example, through role-play opportunities they demonstrate how to care for themselves and others. Through good relationships with parents, the childminder extends awareness towards each other further with the addition of a copy of an xray to the toy medical kit. This encourages children to talk about their own experiences of staying safe. Children are learning to take responsibility for their own safety as the childminder supports this through discussion and practical experiences. For example, she encourages and supports children in developing safe practice when crossing the road. This is reinforced through images. The childminder also takes the children on regular outings to the library and to a playgroup supported by the network childminder's in the local area. This fosters children's social skills and confidence in developing skills

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

Children learn about the benefits of a healthy lifestyle. The childminder provides a healthy and nutritious diet, which includes fresh fruit and vegetables. Children take part in imaginative food related activities, such as preparing their tea platter. In addition, children grow some foods in the garden and the allotment which they access throughout the year. Visits to the local park and playing outdoors provide opportunities for fresh air and more physical exercise.

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provision

The childminder has a good understanding of child protection and how to safeguard the children in her care. She is aware of the procedures to carry out if concerns arise and has updated her safeguarding training. Written policies and procedures are shared with parents ensuring they know and understand her responsibility. The children play in a safe environment as the childminder undertakes risk assessments in the home environment. Safety has also been considered when on outings, as these include a checklist of safety measures to be carried out.

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provision

The childminder reflects on her practice as she takes into account the views of children and their families. Through discussions with parents she also seeks to gain their views and contributions through annual questionnaires and feedback. She is part of the local childminding network and has also attended appropriate training. This has enhanced her knowledge and skills in developing practice including carrying out effective observations and assessments. She is aware of her responsibilities in meeting the learning and development requirements and has a good understanding in order to do this well. She has completed Ofsted's self-evaluation form, identifying strengths and weaknesses in her practice. However, she does not clearly evaluate the impact of improvements or priorities in order to inform future plans.

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provision

The childminder develops positive relationships with parents and values their contributions through discussions held on a daily basis. She regularly shares their child's 'learning journeys' with them and seeks their comments in the ongoing portfolios which are in place. The two year progress check has been completed and the childminder has used this to provide a summary of progress and suggested experiences for parents to carry out at home. Links are also made with other early years providers and professionals to ensure continuity of care towards meeting the learning and medical needs of individual children.

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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 EY383407 Local authority St. Helens Inspection number 821616 Type of provision Childminder Registration category Childminder Age range of children 0 - 11 Total number of places 8 Number of children on roll 5

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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:

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Type of provision

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

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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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