Childminder in St Helens

Inspection date

Previous inspection date 12/11/2013 23/03/2010

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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 has a relaxed, positive and supportive relationship with the children and parents. Consequently, children feel safe, confident and settled.  The childminder consistently guides children to behave in an acceptable way. As a result, children behave well and are keen to show care and concern for each other.  The childminder has an accurate picture of her performance. She is keen to develop her service and improvement plans are well targeted to strengthen provision for the children.  The childminder has a secure understanding of how children learn best through play and skilfully follows children's interests, in order to extend their learning.

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It is not yet outstanding because

 When the childminder delivers planned activities for individual children, she does not always choose the most suitable toys and equipment for what children are to learn, in order for them to achieve at the very highest level.  There is scope to strengthen partnership working and the arrangements for sharing information with other settings that children attend, in order to identify all children's needs and help them make the very best progress.

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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 activities in the playroom and conducted a joint observation with the childminder.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the observations.

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Inspection activities

 The inspector looked at a range of documents, including the children's assessment records and planning documentation.

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Inspection activities

 The inspector looked at the childminder's self-evaluation form and her improvement plan.

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Inspection activities

 The inspector took account of the views of parents and carers from feedback forms provided by the childminder.

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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 the Sutton area of St Helens. Some of the ground floor space is used for childminding, mainly the playroom and bathroom. The rear garden is not used for childminding. The childminder visits the local shops and parks on a regular basis.

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Information about the setting

The childminder collects children from local schools and pre-schools. There are currently seven children on roll, four of whom are in the early years age range and they attend for a variety of sessions. The childminding provision operates all year round from 6.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. 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:

 plan teaching experiences in even more detail to ensure that the equipment and toys used are extremely well matched to what children are to learn and to the ability of the child, in order that children achieve at the very highest level

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

 build on the partnership with other settings, in order that information sharing helps all parties to have a full picture of children's knowledge, skills and understanding, to help children make the very best progress.

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who attend

When children first start, the childminder observes their abilities and talks to their parents about what they already know and can do. This gives her the children's starting points from which she plans suitably challenging experiences, which help each child make good progress. The childminder has a secure knowledge and understanding of how to promote the learning and development of young children through play. She provides a broad range of accessible toys in the playroom, so children easily choose to play with what interests them. The childminder also takes ideas from the internet to make resources, which attract children's interest because they are new and often link to a current theme. For instance, children enjoy games using Halloween themed pictures, such as 'pairs', which encourage concentration, language, memory skills and turn taking. As a result, children acquire key skills needed for future learning. When the childminder plays alongside children, she

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who attend

purposefully supports them to work well independently and cooperatively with others. They persevere at games, which demonstrate determination, which is also a useful trait for future learning. Children make books, for instance, of their favourite songs and rhymes. This effectively encourages their interest in reading and develops their listening and speaking skills in an enjoyable way as they sing the songs.

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who attend

Children make good progress within the typical range of development expected for their age. This good progress in physical, personal, social and emotional development is seen demonstrated in a file of photographs and written observations. These, with regular written summaries of their abilities, keep parents well informed of their children's progress. The quality of the childminder's teaching is good when, for example, she notices children's interests, such as a child's excitement in seeing a shadow while out walking. She builds on this interest to extend their learning. For instance, their understanding of the world is raised as they talk about how shadows are made and they become aware of technology as they take photographs of the shadow. Every week, the childminder makes good use of what she knows about each child's abilities from her observations from parents and sometimes from other settings children attend, to specifically plan further

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who attend

learning experiences for them. These effectively support learning, although, there is scope to ensure that the resources chosen are always extremely well matched to each child's age and ability, so that they always achieve to the very highest level.

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who attend

Children socialise with another childminder's children on planned weekly play sessions. They join together for events, such as a Halloween party, where they explore the customs and beliefs of their own and other people. They learn about their local community and the natural world on daily outings as they visit places, such as the pet shop and the reservoir. At the park, they develop strong physical skills as they play on equipment and enhance their understanding of nature as they collect and handle natural objects, such as leaves. The childminder purposefully extends children's language and vocabulary while young children play. She repeats what they say in the correct way, which sensitively helps children to pronounce words. Children develop good mathematical skills. They knowledgeably discuss the different shapes of the threading buttons and develop good hand to eye coordination as they carefully thread them onto strings. They play games

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who attend

involving number to purposefully support their numeral recognition and counting skills. The childminder skilfully directs children to use the number line displays, which supports their numeral recognition and counting skills as they accurately say some number names in sequence. Children use their hands to measure and compare heights. They enjoy painting and drawing, which effectively promotes their early writing skills and their creativity. Children develop a wide range of skills as they play imaginatively. They practise their communication skills as they play with the animals in the small-world farm set.

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

The childminder uses valuable information from parents to help children settle when they first start. The sharing of useful information continues in a daily communication book, which helps support children's ongoing care needs. Children demonstrate a clear sense of security as they confidently communicate with each other and relate well to the childminder. The childminder is a good role model. She consistently guides children about what is acceptable behaviour. Children receive stickers on charts and certificates as well as praise for achievements and positive behaviour. This promotes their self-esteem and confidence. Children talk about feelings as they play games, such as making different emotion faces. The childminder encourages children to acknowledge when another is kind and helpful to them. As a result, children are keen to show care and concern for each other.

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

Children develop a good understanding of how physical exercise fits into a healthy lifestyle. They walk to school and back with older children and regularly visit the park to use the equipment. Children practise balancing skills and develop good coordination as they walk across metal beams. They also learn about keeping safe as they carefully use park equipment, such as the slide and explore outdoor spaces. Children receive clear messages about the importance of healthy eating through planned activities and what they eat. Healthy snacks of fruit and yoghurts and lunch, such as pasta or fresh meat and vegetables are well planned to be nutritious and varied. The childminder is aware of and carefully addresses each child's dietary needs. Children talk about the health benefits of foods when baking or eating. They discuss different fruits and vegetables and place stickers on a chart, so they can count how many they have eaten in a day.

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

The playroom is stimulating, well resourced and welcoming. It provides good support for children's all-round development and emotional well-being. Children are supported to manage their personal needs and develop self-help skills. They help themselves to water when thirsty as their drinks are kept within their reach. Children are escorted to the bathroom where they are encouraged to use the toilet and wash their hands safely and independently. They do not have access to the childminder's garden, however, she plans plenty of physical activities, so they exercise vigorously. Every week, children visit the home of another childminder and benefit from use of her garden. At these weekly play sessions, they also develop confidence and independence as they learn to socialise with other children. This prepares them well emotionally, for their move on to nursery and school.

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provision

The childminder fully understands her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She follows clear procedures and maintains accurate records to keep children safe, protected and supported. Equipment and resources are checked daily for safety. Regular risk assessments and fire risk assessments are made. The childminder demonstrates a clear knowledge of the indicators of abuse or neglect and how to work with other agencies. This is because she regularly updates her knowledge on the procedures of the Local Safeguarding Children Board.

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provision

Since the last inspection, the childminder has made steady progress to build on her service. She evaluates her practice more thoroughly and actively seeks and meets advice from the local authority. Every week, she meets with another childminder to share ideas and discuss childcare related issues. This enables her to reflect on her practice and identify and prioritise plans for improvement. She is keen to maintain her improvement and makes increasing use of the internet to expand her knowledge, understanding and practice. The childminder has a secure understanding of the learning and development requirements of the Early Years Foundation Stage. Since the last inspection, the childminder has become skilled in tracking children's progress. She is able to identify exactly where children are making less obvious progress and plan challenging experiences in most cases, to address these areas and close any gaps in learning. Each week, she

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provision

plans what children need to learn next using the previous week's observations.

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provision

Parents increasingly provide their views to help develop the service by regularly completing feedback forms. Parents' comment on the feedback forms how they share information on a daily basis and are kept well informed. They are pleased with the progress their children are making. Partnerships with parents and external agencies increasingly contribute to meeting children's needs and securing the support they need. The childminder keeps informed about the learning plans for those, who attend school, which enables her to provide a complementary service to support children and families. However, she receives more information than she shares. Informative written policies and daily conversations with some text messaging provide parents with good quality information about the way the childminder works. The childminder also demonstrates a good ability to work in partnership with other agencies to secure appropriate support for

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provision

children with special educational needs and/or disabilities.

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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 EY289750 Local authority St. Helens Inspection number 820069 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

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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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