Childminder in Halton

Inspection date

Previous inspection date 21/05/2013 29/02/2012

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early years provision

This inspection: 2 Previous inspection: 4 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 has a good understanding of how children learn. She provides a range of meaningful and interesting experiences for children, with particular regard to children's language development and their mathematical awareness. This ensures that they are interested, motivated and take an active part in their learning.  Children's well-being is very well supported by the childminder. She forms close attachments with children and this ensures they are settled, safe and content in her care.  Strong partnerships are formed with parents and a wealth of information is shared. This enables parents to be kept well-informed and fully involved in their children's learning and development.  Children have good opportunities to meet other children and learn about the world through visits and attending community groups. Consequently, they are well prepared for the next stage in their learning.

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It is not yet outstanding because

 There is scope to support children's early literacy and language skills further through the use of print in the environment.

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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 observed children as they joined in with activities.

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Inspection activities

 The inspector looked at children's learning journals, planning documentation and a range of documentation relating to children and the setting.

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Inspection activities

 The inspector took account of the views of parents gathered from parent questionnaires and letters.  The inspector spoke with the childminder at appropriate times during the inspection.

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Information about the setting

The childminder was registered in 2006 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two sons aged 12 and 16 years in a house in Widnes. The whole of the ground floor and the rear garden are used for childminding. The family has three dogs and a tortoise as pets. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools.

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Information about the setting

There are currently six children on roll, two of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year from 7am to 6pm, Monday to Friday, including bank holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 increase the use of print in the environment, such as signs and labelling on storage boxes; to enhance children's understanding that words have real meaning and to further support their good early literacy skills

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who attend

The childminder has a good understanding of how young children learn and develop. Through close observation and assessment the childminder identifies what children can do already, and what they need to learn next. Summative sheets are completed for all children and their progress is tracked to monitor all round development. This means the childminder has a very clear picture of children's development and can plan appropriate activities to provide challenge to take their learning forward. Consequently, children's individual learning and development needs are met.

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who attend

The childminder has a good understanding of the Early Years Foundation Stage and knows how to promote children's development in all areas of their learning. She effectively uses this knowledge to plan stimulating and meaningful experiences that capture children's interest and builds on their existing skills. For example, children's interest in number is promoted through the use of a magnetic dart board in the garden. This further extends their learning as they shout out the number that their dart has landed on and learn to recognise written numerals. Consequently, children are eager and motivated to learn and make good progress towards the early learning goals. The childminder knows the children very well, recognises their individual preferences and skilfully supports them in their play. For example, when children show an interest in small world bugs; she makes good use of this to support many different aspects of their learning, such as describing the

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who attend

characteristics of the insects to reinforce children's language development. They talk about how many legs the bug has and whether it is bigger or smaller than another insect; helping children to learn about counting and size in a fun way. The childminder skilfully supports children's language development by introducing descriptive words. For example, they discuss how some insects have a hard shell and talk about the way they move by 'creeping' along the ground. As a result, children engage in conversation well and are happily involved in their play.

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who attend

The childminder congratulates children's attempts at speech and uses repetition to reinforce new vocabulary. For example, children learn songs at rhymes at local music and movement sessions, which support their understanding of language. Children thoroughly enjoy snuggling up with the childminder to share stories, and books are readily available for them to look at independently. This helps children develop an interest in books. However, there is a lack of print and written words; such as labels on toys and posters on the walls, in the childminder's home. Consequently, children do not have as many opportunities to learn about, and recognise words or develop an understanding that print carries meaning. Children's creative skills are effectively encouraged through daily opportunities to explore a range of media, such as painting and drawing pictures using chalk. This effectively supports children's early writing skills by encouraging them to enjoy

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who attend

making marks in different ways. Consequently, children are developing the skills they need to prepare them for the next stage in their learning. The childminder provides children with daily opportunities both indoors and outdoors to support their physical development. Children benefit from playing in local playgrounds and parks, where they have plenty of space to run around and play ball games and practise new skills such as climbing and balancing. The children also play outside in the childminder's garden where they learn to ride bikes and plant vegetables. Consequently, children develop their skills in co-ordination and balance and make good progress in their physical development. They also learn about the natural environment and where food comes from.

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who attend

The childminder has established strong partnerships with parents and through daily discussions and the sharing of learning journals; they are kept very well informed about their children's progress. She has discussed the progress check at age two and has agreed an appropriate time to complete the check and share children's progress in the prime areas of development with their parents. Parents are to share any progress that children have made at home. As a result, a shared approach to children's learning is established as parents are involved in their learning and they have a good knowledge of their child's progress. Parents' comments reflect their appreciation of the good flow of information between themselves and the childminder about their children's progress.

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

The childminder warmly welcomes all children and their families. She has strong relationships with children who have formed close attachments with her. As a result, children thrive as they are happy, content and secure in her care. The childminder works closely with parents when children first join the setting and gathers relevant information, such as children's individual care requirements, to help make sure children settle with ease. The childminder also checks and shares information about children's daily welfare with parents when they drop off and collect their children. This ensures continuity of care and a smooth transition for children between the home and the setting. The childminder is attentive to children's unique needs and if they are upset, responds sensitively to provide comfort and reassurance. Consequently, children's personal and emotional development is promoted highly and they are well cared for at all times. Children benefit from consistent

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

and sensitive routines that help them feel comfortable, safe and reassured.

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

The childminder acts as a positive role model to help children develop caring and considerate relationships with others. Consequently, children's behaviour is good and even young children show an understanding of what is expected of them. For example, when other children want to join them in a chosen activity, they happily share the toys that they have without prompting. When they are congratulated for their positive behaviour, they smile and say that is it 'good to share'. Self-care skills are promoted well by the childminder who guides and helps children as they grow in independence. For example, older children are encouraged to lay the table at meal times. Children begin to manage their own personal hygiene and they know why they need to wash their hands before eating. Children have daily access to the outdoors and regularly go out on walks, ensuring they get plenty of fresh air and their physical skills develop. Children are kept safe

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

because the premises are secure and good safety procedures, such as emergency evacuation are in place. Children are effectively supported in learning to keep themselves safe. For example, when out walking, children know they need to hold the childminder's hand and they discuss how to stay safe when crossing the road. The playroom provides an inviting environment for children. To support their learning, children have access to a wide range of age appropriate resources, such as construction toys and role play equipment.

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provision

Since her last inspection the child-minder has been pro-active in seeking out new training and updating her knowledge and skills. Consequently, she now has a good understanding of local safeguarding and child protection procedures. She fully understands her responsibilities and the procedures to follow if she should have any concerns. This means that children are effectively safeguarded. She makes sure all of the required documents that promote children's well-being are in place and shared with parents. For example, the procedure for the safe administration of any medication required is well documented. Risk assessments are thorough for all areas indoors, outdoors and on outings, minimising any potential risks to children. The childminder has a clear understanding of the importance of working in partnership with parents, external agencies and other settings to ensure children's needs are met. She advocates that all parents should be involved in their

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provision

children's learning and parents speak very highly of the service she provides. The childminder has a good understanding of her responsibilities for meeting the learning and welfare requirements of the Early Years Foundation Stage Framework. She makes good use of observations and takes children's individual interests, age and capabilities into account to inform her weekly planning. Arrangements for observation and assessment are secure. Children's progress is tracked and shared with parents. Consequently, the educational programmes are effectively monitored to ensure children make consistent progress in their learning and development.

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provision

The childminder is fully committed to provide children with high quality care and to this end; she regularly reflects on and evaluates her practice. She attends appropriate training to further develop her knowledge of early childhood and is currently receiving support from her local authority development worker. To further develop her provision the childminder has clear plans in place to enhance the environment. For example, she has recently learnt about inclusive practise and plans to make her home 'wheelchair friendly' so that she can accommodate children with mobility issues. In identifying priorities to drive forward continued improvement, she uses questionnaires to gather the views of parents. The childminder asks and records what children would like to do and this ensures their voice is heard. For example, children have requested a planting area, which has now been introduced.

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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 502870 Local authority Halton Inspection number 784904 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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