Childminder in Halton

Inspection date

Previous inspection date 02/07/2013 10/12/2009

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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

 The childminder provides a safe, bright, welcoming environment where children feel happy and secure. As a result, they enjoy strong positive relationships with the childminder and with each other.  Children make good progress because the childminder knows and understands their starting points. She makes good observations, takes into account children's individual needs when planning for their development, and uses assessment well.  The childminder has effective, proactive partnerships with parents and other early years professionals. She provides excellent continuity of care and extends learning opportunities. This ensures that children are well prepared for the next stage of their development.  The childminder puts a strong emphasis on children's early language development. Children have many opportunities to develop their speech and language and extend their vocabulary through songs, rhymes, familiar stories and shared conversations.

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This provision is good

 Children's behaviour is excellent because the childminder has shared house rules and is an exemplary role model. She is clear about what good behaviour looks like and shares her expectations with children and their parents.

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It is not yet outstanding because

 There is scope to further develop children's mathematical and problem-solving skills.

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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 journey records, planning documentation and a range of policies, including those for safeguarding.  The inspector considered the range, relevance and accessibility of resources.

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Inspection activities

 The inspector observed children's play including adult-led and child-initiated activities.

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Inspection activities

 The inspector talked with the childminder and children as appropriate throughout the inspection and carried out joint observations.

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Inspection activities

 The inspector took into account the views of parents and other professionals as provided in their written feedback to the childminder.

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Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged four and seven years in Widnes. The whole ground floor of the house, the first floor bathroom and the rear garden are used for childminding. The family has a pet dog.

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Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis and collects children from the local schools and pre-schools.

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Information about the setting

There is currently one child on roll who is in the early years age group and attends for a variety of sessions. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except Bank Holidays and family holidays. She cares for children with special educational needs and/or disabilities, and is a member of the Professional Association of Childcare and Early Years.

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

 extend opportunities for children to further develop numeracy and problem-solving skills, for example by including mathematical components in all areas of play and during daily routines.

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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 knows them well. She collects a range of information in order to assess their starting points and provides a wide range of activities to support learning and development. The childminder effectively captures children's interests and skilfully extends their learning through play. Good procedures ensure children settle quickly, play well together, build confidence and are keen to explore their environment.

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who attend

The outdoor area is easily accessible. It provides both grassed and paved areas for extended play, such as sand and water, mark making and a playhouse. Children's physical development is well supported as they bounce on the trampoline, use wheeled vehicles, push prams, catch and throw balls. The garden has a planting area where the childminder encourages children to plant seeds and they watch them grow. In this way the children extend their play outdoors, investigate their environment and have their physical needs well met. Indoors there is a wide range of well-maintained and age-appropriate resources in the playroom. Resources are easily accessible and well labelled with pictures and text. Small world activities and role play support a positive view of different cultures, age and gender. Children respond to cause and effect toys with laughter and inquisitiveness. They press buttons look where the sounds come from and listen for which colour button to

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who attend

press next. When using an interactive song book, children press buttons to select a favourite song. They dance to an action song and the childminder joins in. They wriggle and shake and squeal with laughter. The childminder effectively extends language by asking, 'What song is next. Can you remember?' She gives abundant praise as children repeat familiar rhymes and songs, and flops down with them for a rest.

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who attend

Children love books. They select favourite stories from a range of well-presented books. They snuggle up with the childminder to listen as she reads a favourite story, confidently joining in familiar endings. The childminder responds with enthusiastic praise. She uses eye contact to engage children as she talks to them and interprets their babble. In this way children's language and vocabulary is extended well. Children take off shoes and change into slippers when entering the childminder's house. They are given support to put on their own shoes and coats when going outside. Their growing independence and self- confidence means that children are developing the skills and attitudes they will need, and are well prepared, for the next stage of development.

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who attend

Children are confident active learners. Their learning journey records show excellent individual planning, observation and assessment. Activities are well monitored and linked to aspects of the Early Years Foundation Stage. However, there is room to enhance opportunities to extend children's problem-solving and numeracy skills through play and daily routines. The childminder is aware of the progress check at age two. She prepares well for summative reporting and shares her assessments with parents and other professionals. Parents are well informed of their children's progress. They readily extend daily activities at home and make positive contributions to children's learning journeys.

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

The childminder provides a bright, welcoming, safe and stimulating environment for children in her care. She takes time to meet with parents and find out all about the children and their early experiences, including their routines, care needs, likes and dislikes, and dietary needs. This helps to ensure a smooth transition into the childminder's care. The childminder puts parents and children at ease in her setting. As a result, children form strong, positive and secure relationships with her.

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

Children's behaviour is excellent as the childminder is an exemplary role model and she gently reminds them to take care of resources. She speaks in a very calm, quiet manner and listens intently when children talk. The childminder uses good manners, gives effusive praise at every opportunity, and has high expectations of behaviour, positive house rules and respects all families who attend. Children readily smile during their play and are confident to approach the childminder for reassurance and support. They look at her when she speaks, and repeat 'please' and 'thank you' when given snacks or when asking for toys. As a result, children know what to expect and are well supported. They feel relaxed and enjoy their day.

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

Children with special educational needs and/or disabilities have their needs exceptionally well met. The childminder takes time to research conditions, meet with parents and other professionals and make care plans for the children. She gently supports children by following routines, implementing play plans and providing a home-from-home experience. She provides the same equipment for children in her setting as they would have at home, such as favourite character cups and plates. Parents comment 'When our child was diagnosed the childminder researched and found out how to help our family. She even bought the same things we use at home to make sure our child has continuity of care. She knows about her difficulties and plans to address her needs'. In this way children's confidence and self-esteem are raised.

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

Children are provided with healthy snacks, such as fruit, raw vegetables and breadsticks. The childminder shares healthy options for meals with parents and invites their comments and input. Children are offered fresh juice or water to drink. They are learning independence because the childminder encourages them to help to chop fruit and vegetables, make sandwiches and feed themselves. Children with food allergies have a care plan in place. Parents comment 'My child's diet has changed so much since attending the childminder's she no longer needs medication. She gets her to eat lots of fresh healthy food'. As a result, children are learning to make healthy choices.

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

The childminder has very good nappy changing routines. She puts on an apron and wipes the changing mat before and after changing nappies. Nappies are disposed of in the outside bin. Children are beginning to recognise their need for the toilet and are encouraged to use a potty. Children are supported to wash their hands at key times during the day. They blow their nose and carefully put tissues in the bin, which helps reduce cross-contamination. When tired, children ask for a rest and snuggle on the comfy sofa with their own comforter for a short sleep. This enables children to have an undisturbed sleep time. Children learn about safety because they practise the fire drill regularly so they know what to do in an emergency.

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

Children's emotional needs are well met as the childminder provides a home-from-home atmosphere. She is thoughtful and caring when talking to children about their feelings and experiences. The childminder has strong relationships with parents and extended family members. She communicates well with parents by email, text, telephone and in daily diaries which detail the children's session with her, such as eating, sleeping, activities and behaviour during the day. She details any outings and makes suggestions for follow up. Parents comment about home routines, weekend activities and any areas for concern or praise.

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provision

The childminder fully understands her responsibility to ensure her setting meets the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. She has a good understanding of safeguarding and is clear about who to contact if she has any concerns about a child. The childminder has completed all required training and updates her knowledge through specific courses, for example, supporting children with special needs, keeping children healthy, planning and assessment, and behaviour management. She is currently studying towards a qualification in childcare at level 3.

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provision

Doors are kept locked and the keys hung out of reach. All visitors are checked before entering the property. The childminder has robust risk assessments in place for all areas of her house, garden and all planned outings. Parents are given copies of the policies in a clear handbook, which sets out the ethos of the setting. As a result, parents are confident in the childminder's ability to care for their children, and children feel safe and secure when in her care.

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provision

The childminder has an in-depth knowledge and understanding of the learning and development requirements, and delivers an effective educational programme. She is aware of how children learn and plans well to support their individual learning style. Planning is based on children's interest and development. Good observations are linked to areas of learning and next steps are noted. The childminder works closely with parents and other professionals to ensure that the particular needs of individual children are very well met. She also has a good understanding of the need to share information with other providers delivering the Early Years Foundation Stage to support children's learning. Parents are very happy with the care their children receive while at the setting. They feel that the childminder gives children a good start on their educational journey and meets their needs appropriately. One parent comments, 'My child has only been with childminder

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provision

a short time and we have seen a great difference in her. The childminder takes her to interesting places and has taught her lots of dances. She is so much more confident now'. This effective partnership means that children feel secure, settled and happy and make good progress.

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provision

The childminder evaluates her setting simply and efficiently. She has addressed all previous recommendations and actions by carrying out robust risk assessments, putting a fire evacuation plan in place, improving her planning and observation cycle and developing her self-evaluation. Parents, children and other professionals contribute to her evaluation through questionnaires, discussions and notes of visit. The childminder recognises her strengths and areas for development, and is beginning to set targets for improvement which are precise and challenging in order to measure progress and achievement. The childminder shows a very strong capacity to improve. She is passionate, well-motivated and loves her work. She is fully committed to the children who attend her setting and their families. As a result, children in her care benefit from a safe, secure, inclusive and happy environment and are making good progress towards the early learning goals.

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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 EY358406 Local authority Halton Inspection number 820963 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 1

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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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