Childminder in St Helens

Inspection date

Previous inspection date 11/02/2013 17/09/2008

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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

 The children form secure attachments with the childminder who is warm and caring.  The childminder demonstrates a good awareness of how young children learn and makes the most of opportunities to promote children's learning through play, discussions and planned activities to support progress in all areas.  Children are well safeguarded and the childminder has thorough procedures in place to ensure this.  The childminder regularly attends training in order to keep herself up to date on how best to support the children in her care.

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It is not yet outstanding because

 There is scope to extend the partnership with parents by encouraging them to contribute to their children's record of learning by regularly sharing what they know about their child's learning at home.  Children do not always have sufficient choices during craft activities to enable them to increase in independence and become keen learners.

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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 conducted a tour of the premises.

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Inspection activities

 The inspector observed the childminder and children during a number of activities throughout the morning.  The inspector reviewed relevant documentation provided by the childminder.

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Inspection activities

 The inspector discussed the morning's activities and plans for improvement with the childminder.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the childcare register. She lives with her husband and three children aged 12, nine and seven in Haydock, which is in the St. Helens area of Merseyside. The whole of the ground floor of the childminder's house is used for childminding purposes, in addition to the bathroom on the first floor. There is a large enclosed garden for outside play and children attend some local activities and groups with the childminder.

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Information about the setting

There are currently five children on roll, all of whom are within the early years age range and attend for a variety of sessions. The childminder operates week days, all year round.

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

 encourage parents to further contribute to their child's learning and development; by consistently sharing what they know about their child's learning at home; and use this shared knowledge to plan together ideas for moving the child forward

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

 provide further opportunities for children to be creative in expressive arts and design; by allowing independent choices and children to develop their own ideas.

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who attend

The childminder has a clear knowledge of the seven areas of learning and provides a good range of activities that engage and stimulate children's interests. The main playroom is bright, clean and well resourced. Children confidently and happily make choices from the wide range of activities on offer. Children's language development is successfully supported by the childminder who encourages them to actively communicate during their play. This is done by the use of stories about animals, role play and a puppet theatre. She interacts positively, chatting about what is taking place and repeating words in the correct way to develop and increase children's vocabulary. She encourages young children to explore and imitate different sounds when looking at pictures, for example, animal sounds, such as a lions roar. Children confidently respond and also name different animals as well as pointing out their eyes, mouths or wings, expanding their vocabulary and

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who attend

understanding. Early literacy skills are also developed as children make marks with pens, crayons and glue sticks when making a Valentines card. However, on occasions they are not always given opportunities to make choices in their creative activities. This means they may not always develop their own ideas. This means they may not become independent in their creations and see them as something unique and valuable. Children experience a range of craft activities and enjoy making circles and squiggles on the paper, all of which are key to later writing skills. Mathematical skills are well promoted through a range of play activities. The children enjoy completing jigsaws, building towers and explore concepts, such as bigger, smaller and how well things balance while making the tallest tower they can. The childminder plays alongside them, encouraging them, but also knowing when not to intervene and allow children to develop problem solving and cooperation skills. For

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who attend

example, when role playing, one child asks another to hold her doll while she searches for a bottle and nappy.

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who attend

Children are taken on regular outings around their local community, such as trips to the library, the park and soft play centre. This helps to broaden children's learning experiences and widens their awareness of the world around them. They attend activities at the local toddler and childminding groups. This develops their confidence and social learning and also helps prepare them for future transitions to other settings and, eventually, to school.

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who attend

Children's physical development is supported effectively indoors as they sing actions rhymes, such as 'Twinkle, Twinkle Little Star', play instruments and dance to their favourite music. The childminder has a positive and warm relationship with parents; who are very complimentary about the service they receive. However, there is more to do to encourage parents to contribute to their children's learning journeys by sharing in detail what they know their children can do at home. Consequently, what children have learnt at home cannot be fully incorporated into their achievements to consolidate their learning to the very optimum.

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who attend

Individual children's needs are met by planning, which effectively takes account of their interests and their next steps for learning. The childminder communicates well with the nursery one child attends and they share information about planned activities. As a result, children are suitably challenged and make good progress.

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

Children are very happy and content and they develop confidence in exploring their environment well. They develop a strong bond with the childminder and her own children which helps them feel secure. Through close liaison with parents when children start, the childminder gains a good understanding of children's likes and dislikes and individual routines.

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

The childminder completes regular risk assessments of the play space to minimise any hazards so children can move around freely and in safety. She provides clear and consistent messages about her expectations for children's behaviour and ensures that they are fully supervised. The childminder encourages sharing, taking turns and listening to each other, sensitively whilst avoiding conflict. She is a positive role model who treats children with kindness and respect. She offers them lots of praise and encouragement which successfully boosts their confidence and self-esteem.

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

At snack times children are kept safe by the use of suitable chairs and are encouraged to wash their hands prior to eating. The childminder recognises the benefits of outdoor play. Children have daily opportunities to enjoy the fresh air and extend their physical skills as they regularly go for walks in local nature areas and visit parks near the childminder's home.

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provision

The childminder has a good understanding of the Early Years Foundation Stage and how children learn. Her premises are safe and secure and she carries out regular checks to ensure that all risks to children have been identified and steps taken to limit hazards. She has a good understanding of safeguarding procedures and understands what to do to protect the welfare of children. She has also completed a relevant paediatric first aid course, has a qualification in childcare and attends a variety of training courses. She has received training on subjects, such as safeguarding, mark making, food safety and observation and planning. There is a good selection of policies and procedures in place that underpin the reliable running of her setting.

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provision

The childminder is keen and motivated and reflects on her own practice, identifying areas for improvement and monitoring the educational provision well. The childminder has positive relationships with parents and gains clear information about children's routines through discussion with them and the completion of an 'All about Me' form. This helps her support children as they settle in and to plan for their individual needs. Parents receive regular updates about their children's progress and achievements. This includes the exchange of information through a daily communication book and informal discussion at the end of the day. The childminder fully recognises the importance of liaising with other settings that children attend and who also deliver the Statutory Framework for the Early Years Foundation Stage and shares information about planned activities with another setting. The childminder is aware of the requirements for the progress check at age two

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provision

years, has received training and understands how to complete this appropriately.

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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 EY374427 Local authority St. Helens Inspection number 821348 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 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

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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