Childminder in St Helens

Inspection date

Previous inspection date 12/11/2013 06/10/2008

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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 childminder develops warm, caring relationships with the children, who she knows very well. As a result, children are happy, settled and motivated to learn.  Good methods are in place to assess children's progress and plan activities that meet their interests and learning needs effectively.  Partnerships with parents are strong as communication is good. The childminder uses a variety of effective methods of sharing information and gaining parents' views.  The childminder is confident and efficient in her care of children, helping them to feel safe and secure at all times.

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It is not yet outstanding because

 Resources, such as natural objects and everyday items, are not readily accessible to babies and young children to look at and handle, which does not maximise opportunities for them to investigate their world.

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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's activities in the playroom and spoke with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at a selection of policies, documentation and children's records and took account of the information provided in the childminder's self-evaluation document.

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Inspection activities

 The inspector took account of the views of parents spoken to at the inspection and of those who completed questionnaires.

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Information about the setting

The childminder was registered in 2004 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children in a house in St. Helens. The whole of the ground floor and bathroom on the first floor is used for childminding. There is a garden available for outdoor play.

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Information about the setting

The childminder attends toddler groups, shops and parks on a regular basis. She collects children from the local schools and pre-schools. There are currently seven children on roll, five of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 provide a range of everyday objects and natural items for babies to explore and investigate, to enhance their understanding of the world.

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who attend

The childminder has a good understanding of how children develop and is confident in her teaching. She demonstrates a good understanding of the seven areas of learning and knows the children in her care well. The childminder completes regular observations to understand what children know and what they can do. This enables her to plan age and stage appropriate activities for each child, taking into account their interests and next steps in their learning. Although, babies have only been attending for a short amount of time, they are making good progress in their learning. The childminder assesses children effectively through the areas of learning and monitors their progress using the progress check at age two years and various assessment documents. This means that children develop the necessary skills to move them on in their learning and development.

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who attend

The childminder takes time to engage, motivate and support children in their learning and provides relevant resources and activities to enable them to make decisions in their play. For example, as babies explore shape sorters, the childminder names the shapes and colours. Children also develop control in their hand to eye coordination as the childminder asks where the hole is in the shape sorter to stimulate children's thinking and learning further. As a result, she is informed about the teaching and learning provided for the children. Children move confidently around the playroom and investigate and explore what they find. For example, their awareness of technology is raised as they press buttons on interactive toys and move figures around a wooden circuit. However, babies and young children do not have ready access to natural objects or everyday items to handle and enhance their understanding of the world. Role play and small world activities are well

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who attend

promoted by the childminder and these enrich children's growing imaginations well. Rhymes, action songs and games all promote children's use and understanding of numbers. They also use different jigsaw puzzles and building bricks that offer various challenges for them in their mathematical development.

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who attend

The childminder supports babies developing communication skills very effectively. For example, she helps them link words to objects as she continually talks about what she and they are doing. She also provides good opportunities for children to join in familiar songs and rhymes. Young children sing along with the sounds they know in the song, such as 'baa baa'. The childminder is aware that this is age and stage appropriate for the young children and promotes and supports this through lots of encouragement and praise. Children's developing physical skills are supported well. They go to parks, where they exercise and practise climbing skills on equipment and use slides and swings. Children learn about their local community on daily outings as they visit places, such as the shops and toddler groups. The childminder provides art and craft activities to raise children's awareness of various cultural events. For example, children make firework pictures to

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who attend

celebrate Bonfire night. Children also explore the customs and beliefs of their own and other people as they listen to stories about events, such as Diwali and Hanukkah.

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who attend

Learning and development is shared with parents on a daily basis. For example, the childminder uses a daily diary to relay detailed information regarding the activities children have taken part in and their achievements. In addition, regular newsletters detail planned events and daily conversations with parents are used to share children's interests at home and in the setting. This means that parents are fully involved in their child's learning and development.

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

Children are very happy and settled in the childminder's home. This is because she provides a warm, welcoming and stimulating environment where children feel safe and secure to explore and learn. Children are happy to move around the setting exploring resources and know the childminder is close by to support them if needed. The childminder is aware that children are secure in her care because they are introduced to the setting gradually and supported by herself and their parents. She gathers relevant information from parents about children's needs, likes and routines when they first start at the setting. This means that the childminder is able to care for children's individual needs very well. For instance, she works in partnership with parents to support children, who are toilet training to ensure the messages they receive from home and the childminder are consistent. She writes children's daily routines in a diary, which is shared with parents

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

each day. This means that any changes in routines are communicated swiftly, ensuring children's needs are consistently well met and their personal, social and emotional development is supported. This also provides children with confidence and social skills as they embark on new challenges, such as starting school. Children learn to keep themselves safe by following good road safety practice when out in the community and they learn to use resources safely as they play. The childminder supervises the children in her care effectively both in the home and when on outings. She effectively supports babies' drive to walk as she encourages them to take steps in a secure environment. Children enjoy the outside play in the garden and outings to the park for fresh air and exercise. They learn about healthy eating as they enjoy the fresh fruit snacks and nutritious meals the childminder provides. The childminder enthusiastically praises

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

what babies do, fostering their self-esteem and confidence. She anticipates their short attention span during care routines, such as nappy changing and minimises their frustration by distracting them by singing and talking to them.

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

The childminder uses clear and age-appropriate boundaries for managing children's behaviour. This helps them develop an understanding of acceptable behaviour, such as the importance of sharing. The childminder supports children well to develop their confidence, independence and skills they need as they move onto the next stage in their learning at nursery or school. This is done through taking children to regular toddler groups where they are able to socialise with their peers and encouraging them to develop self-care skills as they get older. The childminder has organised her home well, providing a good range of resources and activities that children can freely access, promoting free choice and building their independence. There are resources and activities available that support children's understanding of diversity. Therefore, opportunities to promote children's understanding of differences between themselves and others are effectively

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

promoted. She understands the importance of preparing children for the transition to pre- school and school, ensuring they are confident and independent in their personal care and can communicate and follow instructions.

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provision

The childminder understands her role and responsibility to keep children safe. She has completed safeguarding training and knows what to do and who to contact if she has any concerns about a child's welfare. All adults living in the property have been vetted to ensure they are suitable to work with children. In addition, thorough risk assessments of the premises and all outings are completed to minimise any risks to children. Consequently, high priority is given to safeguarding children.

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provision

The childminder has a good understanding of her responsibilities for meeting the safeguarding and welfare and the learning and development requirements of the Early Years Foundation Stage. She monitors the observations of children's learning to ensure that all areas of learning are being covered. Partnerships with parents are good and they comment positively about how much their children enjoy spending time in the childminder's care. The childminder shares important information, such as her policies and procedures with parents at the start. This means that parents are well informed about the service she provides. The childminder does not currently have children attending any other settings. However, she understands the importance of sharing information with other providers to promote continuity of care and learning should she need to. Self-evaluation is good because the childminder is positive about developing her practice.

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provision

The childminder has completed the Ofsted self-evaluation form and she works closely with her early years advisor and another childminder to develop her understanding of good quality childcare. They share and learn from each other's best practice and she has self- identified plans for improvement. The childminder has addressed recommendations raised at the previous inspection. This includes developing systems for observation and assessment and carrying out risk assessments for outings. This demonstrates a positive attitude towards continuous improvement and promotes opportunities and experiences for all children, who attend her setting.

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY290540 Local authority St. Helens Inspection number 877773 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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