Childminder in St Helens

Inspection date

Previous inspection date 30/04/2013 28/02/2011

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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 childminder provides a safe, warm, welcoming environment where children feel happy and secure. Consequently, they enjoy strong positive relationships with the childminder and each other.  Children make good progress because the childminder knows and understands their starting points. She makes excellent observations and takes into account children's individual needs when planning for, and assessing, their learning and development.  The childminder gives high priority to children's early language development. They have many opportunities to develop their speech and language, and extend their vocabulary through a variety of activities and in shared conversations.  The childminder has effective, proactive partnerships with parents and other early years professionals, which ensures that children are well prepared for the next stage of development.  The children's behaviour is excellent because the childminder has clear and shared

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This provision is good

house rules. She knows what good behaviour looks like and shares her high expectations with children and their families.

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It is not yet outstanding because

 There is scope to further develop the setting's self-evaluation process in order to set more precise and challenging targets for improvement.  There are fewer opportunities to extend children's understanding of healthy eating.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 looked at children's learning journeys, planning documentation and a selection of policies, including those for safeguarding.  The inspector considered the range, relevance and accessibility of resources.  The inspector observed children's play and adult-led and child-initiated activities.

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Inspection activities

 The inspector talked to the childminder throughout the inspection and carried out a joint observation.

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Inspection activities

 The inspector took into account the views of the parents and carers through comments and letters.

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Information about the setting

The childminder was registered in 2003 on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. She lives in Rainhill near Prescott with her husband and two adult children. The whole ground floor of the house and the upstairs bathroom are used for childminding. There is an enclosed garden and paved area for outdoor play and extended activities.

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Information about the setting

The childminder is available to take and collect children from local schools and pre- schools. She attends the local childminder network and playgroups and receives support from the local authority. There are currently four children on roll, three of whom are within the early years age group. Children attend for a variety of sessions throughout the week. The childminder operates Monday to Thursday from 6.45am to 5.30pm all year round, except for Bank Holidays and family holidays.

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

 refine the self-evaluation process by consistently setting more precise and measurable targets for improvement which will ensure continued high-quality provision over a sustained period of time

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

 support further children's growing awareness of healthy eating and provide more opportunities for them to make healthy choices.

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who attend

The childminder has a thorough understanding of the Early Years Foundation Stage requirements. She makes effective use of her knowledge of individual children's abilities, likes and dislikes when planning activities and learning opportunities. The children make good progress because the childminder provides a wide range of activities to support their learning and development. She effectively captures their interests and skilfully extends their learning through play. Children enjoy regular outings to the local park, shops, playgroups, library and places of interest, supporting their interest in the local community and providing time for children to develop their social skills. Well-presented and annotated photographs show that children clearly enjoy music sessions at playgroup and using the play equipment at the park. Children talk about their friends at the group, their favourite toys and activities. This means that they are happy, settled, secure and make new friends

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who attend

easily. As children talk, the childminder shares stories and extends conversation with ease.

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who attend

The outdoor area is easily accessed. It provides a grassed and paved area for extended play. Children's physical development is well supported as they jump and bounce on the trampoline. They throw and catch a variety of balls and play football, expertly dribbling and kicking the ball. The childminder readily joins in the games and encourages the children with praise for their good catching and throwing skills.

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who attend

Indoors, children choose from a wide range of resources and activities which are well set out, easily accessible and regularly changed. Children play with cars, lining them up, counting, and sorting by size. They competently complete simple jigsaws, sort shapes and build towers with a variety of blocks. As children play, the childminder expertly reinforces good language skills. She talks to children about their play asking questions, such as 'Where do you think this car will go?' or 'How can we stop the tower from falling over?' This encourages children to think critically and problem solve as they play. The childminder gives plentiful praise, and early number skills are evident as children count cars, compare big and small, tall and short, and sort by shape and colour.

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who attend

Children show a love of books. They select favourite stories from a range of well- presented books. They snuggle on the couch to look at picture books, and share rhymes and stories with the childminder and visitors. They join in songs and rhymes and repeat actions. They clap, giggle and repeat familiar story endings. The childminder makes good use of games, such as role play, to introduce and extend younger children's understanding of technology and how it works. She provides them with old mobile phones to 'speak' to mummy and daddy. They are also able to select a compact disc and press buttons to start the music.

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who attend

Children are confident, active learners. Their learning journeys show very good planning, observation and assessment for individual children. The childminder uses the local authority document to track children's progress and highlight areas requiring further support. She uses this information to effectively plan for children's learning and development. When completing the progress check at age two, she confidently shares her assessments with parents and other professionals. Parents readily share their child's achievements and extend daily activities at home. In this way, the partnership works well to ensure children's needs are well met.

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who attend

When entering the setting, children change to indoor slippers, hang up their coats and settle in well. When going outside, they put on shoes and coats and discuss the weather. Children mix well with others, talking about school with older children. They point to pictures of the playgroup and share experiences. Their growing independence and self- confidence means that children are developing the skills and attitudes they will need, and are well prepared, for their next stage of learning.

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

Children form very positive and secure relationships with the childminder because she takes time to get to know them, and their families, before they begin attending. During the settling-in period, the childminder collects useful information about each child using two booklets 'All about me' and 'Here I am'. She understands their likes, dislikes, routines and any dietary or cultural needs. This puts parents and children at their ease in the setting.

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

The childminder gives a very warm welcome to each child as they arrive. The rooms are inviting and stimulating. The open-plan environment means children can be seen at all times. Resources are easily accessible and children confidently explore and investigate within the familiar surroundings. During play sessions they return to the childminder for reassurance, to share their activities and achievements, or for a comforting cuddle. Robust risk assessments are in place for the setting and any outings or visits. A door separates the stairs to the bathroom and a gate prevents children entering the kitchen area unsupervised. Children are reminded of the dangers of leaving toys out and too much in one area as they regularly change and tidy away toys.

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

The childminder manages behaviour well. She shares house rules and encourages good manners by saying 'please' and 'thank you', reinforcing good behaviour with phrases such as 'good listening' and 'well done for looking at me when I am talking to you'. She constantly praises children as they play, encourages perseverance and rewards achievements with a hug, a star or favourite toy. This means children display exemplary behaviour. Their self-esteem is raised and they are relaxed and confident in their own abilities. The childminder encourages children to explore the play area and is on hand to support them. As a result, children learn to keep safe and confidently manage risks well.

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

Children bring their own food to the setting and the childminder encourages parents to provide a healthy packed lunch. Children sit in the kitchen for meals and snacks and chat with the childminder about their likes and dislikes. Younger children are provided with a high chair and older ones sit by the breakfast bar. Children select their own lunch from their bag or box, however, there is scope for the childminder to support children's understanding of good health further and provide more opportunities for children to think about and make healthy choices.

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

The childminder has excellent hygiene routines. She gives good guidance for personal hygiene, such as reminding children to cover their mouth when coughing so that they do not spread germs. Children use tissues to blow their nose and safely dispose of these in the bin. They wash their hands before eating, after playing outside or using the toilet. Hand gel is readily available. The childminder has very good nappy changing routines for younger children. She ensures their dignity is preserved because they are quickly and effectively changed as needed. As a result, children have a good understanding of personal hygiene and how to look after themselves effectively.

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

Children's emotional needs are well met because the childminder provides a home-from- home atmosphere. She is thoughtful and caring when talking to children about their feelings and experiences, and shares her own feelings with them. She has strong relationships with parents and extended family members. She gives good feedback to parents, recording children's daily activities, sleep and achievements. She also records any concerns, and parents make positive comments in appreciation of the feedback. Letters from parents are very supportive of the childminder, and their comments include; 'My child could not have had a better start to his developmental journey' and 'She provides excellent learning and development environment for young children'. This effective partnership ensures that children are safe, happy and secure.

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provision

The childminder fully understands her responsibility to ensure that her setting meets the safeguarding and welfare requirements of the Statutory Framework for the Early Years Foundation Stage. She has robust risk assessments and all the required policies and procedures in place to ensure children's safety at all times. The childminder has completed a variety of training courses to enhance her knowledge and personal development and to support children's progress. She updates her training by attending childminder support groups, local authority meetings and accessing the childminder cafe.

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provision

The childminder takes the children to local playgroups and pre-school sessions. She supports the local school book fair and attends a variety of events, such as plays and assemblies. This enables the children to mix with others of their age group and become familiar with the local provision, and ensures smooth transition to the next stage of learning.

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provision

The childminder evaluates her setting well. She has effectively addressed all previous recommendations and actions. Parents, children and other professionals make positive contributions to the evaluation by completing regular questionnaires, and through discussion and training. The childminder shows a strong capacity to improve. She has made good improvements to provision since the last inspection and there are some clear targets for improvements to further enhance the quality of experiences for children. However, not all of these targets are consistently challenging or precise enough to measure achievement and evaluate the impact on children, for example, some targets are to continue to observe and assess, rather than having a specific aim which will enhance the already good provision.

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provision

The childminder collects a wealth of information from parents so that she knows children's starting points. She regularly observes and monitors children's learning and development and accurately tracks their progress. The childminder has an excellent range of resources to support learning and plans a wide range of activities to capture children's interests and meet their needs. Her planning covers all areas of learning and is flexible. Her aim is that all children have a happy time and enjoy each day.

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provision

Children attending the setting are treated with care and consideration. Their social, cultural and emotional needs are discussed and included in daily routines. All children are included and supported in their development. They benefit from a safe, secure and happy environment and are making good progress in relation to their starting points.

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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 action. 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 EY282796 Local authority St. Helens Inspection number 819995 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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Telephone number

set out in the guidance ‘Complaints procedure: 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, which are usually the childminder’s 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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