Childminder in Halton

Inspection date

Previous inspection date 06/09/2013 18/06/2012

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The childminder forms positive and caring relationships with all children so they feel safe and secure. This effectively supports their emotional well-being.  The childminder has a good understanding of, and gives priority to, the safety of the children in her care. This ensures that children are cared for in a safe and secure environment.  Local amenities are accessed regularly, giving children a wider range of activities and knowledge of their local area. This increases opportunities for children to socialise with others and extends their understanding of the local community.

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It is not yet good because

 Assessment is not yet effective enough to make sure children's next stages of learning are clearly identified and then reflected well in the resources and activities provided, so that children make the best progress possible.  Partnerships with parents focus primarily on children's care needs and not enough on the learning and development needs of children.  Self-evaluation is not sharply focussed on a strong analysis of the provision's strengths, weaknesses and the priorities for improvement. Furthermore, the views of parents and children are not taken into account. This means that ideas for the future development of the provision, are not always suitably prioritised and do not reflect parents' and children's opinions and wishes.

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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 playing indoors.  The inspector observed the childminder's interaction with children.  The inspector reviewed a range of documentation including policies and procedures.  The inspector had discussions with the childminder.

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Information about the setting

The childminder was registered in 2012. She lives with her partner and two children, aged four and seven-years-old. The family lives in the Runcorn area of Cheshire, close to local facilities and transport links. The children are cared for in a new, purpose-built extension to the house and have access to the rest of the ground floor rooms. There is a secure garden available for outdoor play.

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Information about the setting

This provision is registered by Ofsted on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. There are currently five children on roll, all of whom attend on a part-time basis. The childminder works with one assistant and has a second available to provide cover when necessary. The childminder provides care each weekday except for family holidays.

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must:

 develop the ongoing assessment of children's achievements and interests and use this information to plan challenging and enjoyable experiences for each child, so that they make good progress.

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

 improve further communication with parents to include more information about children's learning and development, so that this enhances children's progress

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

 develop a rigorous and effective system for self-evaluation that helps to set challenging targets for improvement and utilise the views of parents and children.

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who attend

The children have a dedicated playroom, which is a purpose-built extension to the house. It is light and welcoming and the children have easy access to toys and books, which are stored on low-level units that the children can reach. Children's language is extended, particularly their mathematical language, as the childminder names colours and shapes while they play with jigsaws. The childminder shares books and stories with the children when they decide to bring a book to her, and she engages all the children in the story, supporting their communication skills by asking questions. The children enjoy finding animals and presenting them to the childminder, who responds with the sounds that the animal makes, for example, encouraging the children to copy the roaring of the tiger.

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who attend

The childminder interacts appropriately as children build with wooden cubes, praising their efforts and counting the blocks with them. Therefore children are beginning to learn about numbers. It is these types of activities that enable children to gain the basic skills in preparation for school when the time comes. Therefore, children are reasonably well prepared for their next steps in learning, particularly into school.

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who attend

As children start at the setting, the childminder liaises with parents to find out information about each child. However, this tends to be focused primarily on care needs and not enough attention is given to their learning and/or emotional needs. This means that activities cannot be tailored to match the individual development of each child, right from the outset. The childminder takes photographs of the children at various activities and presents these in a file with suitable comments. However, the ongoing assessment of children's progress is not yet sufficient enough to ensure children's next stages of learning are clearly identified. This means that activities are not planned around individual children's learning and development needs and so children make satisfactory, rather than good, progress.

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who attend

Children self-select the toys they want to play with, pointing and making verbal noises to communicate to the childminder who responds by lifting down larger toys for them to play with. Therefore, children are encouraged to communicate their needs. The childminder makes good use of local facilities, such as the library and the children's centre, where they have enjoyed attending activities and courses together. Each child has a 'learning journey' from their time at a 'Sticky Fingers' course, which show that children are getting a wider variety of learning experiences through attendance at such events.

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who attend

Communication between the childminder and parents is primarily focused on children's care needs and there is not yet a system in place to share information about children's achievements. A recent questionnaire has been circulated to parents, but this has not been sufficiently rigorous enough to focus on children's learning and development. As a result, the childminder missed an opportunity to gain specific information to help plan activities tailored to children's individual needs.

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

The childminder has good relationships with the children who attend, which helps the children to feel settled at the setting. She provides a welcoming and homely atmosphere, in which children are able to come to her for a cuddle when they are tired or sit on her knee to share a book. This shows children have secure attachments with the childminder, which supports their emotional well-being.

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

The childminder gives suitable priority to safety as she provides a secure environment both indoors and outdoors in the garden. For example, a door chain ensures children do not leave without supervision and broken or damaged toys and equipment are removed. Therefore children are kept safe. The childminder is supporting children in their emerging self-care needs by regularly asking if they need the potty, and by encouraging them to wear underwear for a short time instead of a nappy. Children therefore are beginning to understand their own physical needs. Children's hands are wiped prior to eating, which satisfactorily supports their understanding of following suitable hygiene routines.

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

Children are beginning to understand about acceptable behaviour and when squabbles occur, the childminder appropriately distracts or avoids conflict by providing an alternative activity. For example, during a game of skittles, some of the younger children are not yet able to wait for their turn, so the childminder provides another set so that they can all play alongside each other and have lots of fun.

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

Children are frequently praised for their efforts and achievements which supports their self-esteem and confidence to try new activities in the future. The childminder liaises verbally with school staff to share information with parents, which helps children in their transition between the setting and school.

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provision

The childminder provides a safe and secure environment for children to play. She has a reasonable understanding of the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundations Stage, including her responsibility to inform Ofsted of significant events. She and her assistant attend appropriate safeguarding training to keep their knowledge and skills up to date. The childminder ensures she is within required ratios at all times and has a second assistant available to cover in emergencies, therefore children are appropriately supervised at all times. The childminder has a managing behaviour policy and uses positive approaches to support children to learn about how to behave appropriately.

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provision

The childminder is aware of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage but has not yet implemented a process for assessing children's level of achievement and securely identifying their next steps in learning. This prevents the childminder planning activities specifically for children's individual learning needs so that they are supported to make the best progress they can.

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provision

Self-evaluation focusses on improving children's physical care needs rather than an analysis of the provision's strengths and weaknesses. Therefore, priorities for improvement are not yet clearly established. Furthermore, it does not take into account the views of parents or children to ensure that any changes made, reflect their wishes and needs.

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provision

The childminder completes daily sheets for parents, including information about children's sleep patterns and food they have eaten. Feedback from parents suggests they are happy with the care offered. For example, they say their child 'is happy, settled and loves coming'.

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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 EY441604 Local authority Halton Inspection number 931388 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 ‘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

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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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