Janion, Jacqueline

Inspection date

Previous inspection date 20/11/2013 Not Applicable

p.1

early years provision

This inspection: 3 Previous inspection: Not Applicable 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

p.1

This provision requires improvement

 Children are effectively safeguarded as the childminder has accessed appropriate training; holds a first aid certificate and assesses risks in the environment.  The childminder has warm responsive relationships with children. Their needs are met and so they feel secure and enjoy her company. Daily diaries keep parents informed of their child's care.  The childminder is reflective and keen to develop her practice by accessing further training so she can more effectively meet children's learning and development needs.

p.1

It is not yet good because

 The childminder teaches children through spontaneous play, but still lacks knowledge to plan effective activities for the next steps in their learning in all areas of the curriculum. As a result, children do not always make the best possible progress.  The childminder has not yet fully considered how she can promote diversity and inclusion through providing suitable resources for children's play or planned adult-led activities. Resources to promote all areas of learning, are not all made accessible.  The childminder has not asked every parent what their child can already do on entry and so planning for their learning is not as swift for some children as it is for others.  Low-level noise from the television stops children from being able to listen closely to what the childminder is saying and so does not provide the best support for their developing speech.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed the childminder and children at snack time and during indoor play activities.

p.2

Inspection activities

 The inspector observed children's play alongside the childminder and discussed what learning had been observed and ideas for their next steps.

p.2

Inspection activities

 The inspector spoke to the childminder as appropriate, during observations and checked organisational documents, such as, training certificates, risk assessments and the safeguarding policy.

p.2

Inspection activities

 The inspector examined children's enrolment records, learning files and read children's daily diaries.

p.2

Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in a house in Runcorn, Cheshire. The whole of the ground floor of the house and the rear garden is used for childminding. The family has one dog.

p.3

Information about the setting

The childminder attends local toddler groups. She visits the local shops and parks on a regular basis. She collects children from the local 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 8am until 6pm, Monday to Friday, except bank holidays and family holidays.

p.3

must:

 provide challenging and enjoyable experiences for children in all areas of learning by; developing knowledge and understanding of the learning and development requirements; using robust observation and assessment of children's learning to identify their next steps; planning for individual children, taking account of their interests and the next steps in their learning

p.3

must:

 promote effective learning in all seven areas of the curriculum by; planning adult- led activities and providing resources, to teach children about various cultures and faiths; making a wider range of resources accessible to children, for example, a selection of books, puzzles and role play items and providing open-ended resources children can use in a variety of ways.

p.3

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

 ensure that relevant starting points are gathered for every child, for example, by using the current 'child details' form more consistently, so that planning for each child's learning and development is sharply focussed

p.3

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

 promote children's listening and speech more effectively, for example, by reviewing children's the use of the television.

p.3

who attend

The range of resources available to children does not enhance their learning in the specific areas. For example, access to a range of resources that support children's understanding of different cultures and beliefs is limited. This means their learning in this area is not promoted as well as possible. Few books are freely accessible to children to help them develop a love of stories that will underpin their learning to read at a later stage. However, the childminder is more effective in supporting children to develop their manipulative skills. She uses shape sorters to encourage children to persist with challenging tasks, as they attempt to post the shapes through the holes and demonstrates how to roll and cut the play dough. She offers a commentary as they play and let's them take the lead. For example, when children play with the play dough she says 'you are cutting it up, shall I help you?' When a child indicates, 'no', she leaves the child to try for

p.4

who attend

themself. She supports children's imaginary play when she asks 'are you making soup?' As a result, children become absorbed in their chosen play as they concentrate on the task in hand. The childminder is currently focussing on helping children to develop language. Her teaching in this area is sound. By speaking clearly and using repetition of familiar words and phrases, children are making steady progress. For example, children are beginning to move on from babbling to saying single words, such as 'Hi' and 'Bye' and learning each other's names. However, during the inspection the television is on for a significant period of time. This low-level background noise does not help children to listen to what the childminder is saying.

p.4

who attend

The childminder uses photographs and notes to observe children's play; however, as she has only just begun to mind children, she has not yet begun to fully evaluate the learning taking place or plan appropriate activities to develop each child's next steps in their learning. The childminder acknowledges that she is still learning to recognise which aspects of children's play link to the different areas of learning and so sometimes misses the smaller steps she could plan, to help children make best progress. While the childminder informs parents each day about their child's personal needs and the activities they have enjoyed, she does not always ask them about what their children can already do when they first enrol. Consequently, the childminder is not always effective in identifying each child's starting points, so that she is able to plan for their individual needs straight away.

p.4

who attend

The childminder regularly attends local toddler groups, which enables younger children to begin to feel secure in a busier environment. As a result, younger children are helped to make the transition to other settings as they become familiar with different surroundings. She shares day to day information with the other settings children attend, writing up notes in each child's daily diary. This helps her to share information with parents so they can continue their child's learning at home.

p.4

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

The childminder forms warm and responsive relationships with children, they enjoy her company and are happy and settled because their needs are met. Parents discuss what their children like or dislike and their familiar care routines at enrolment and are offered flexible settling-in sessions. This helps the childminder to get to know children and begin to form attachments. When new children are settling-in, she is aware of how this may affect existing children, so she offers them extra reassurance through regular cuddles. Indoors, limited space prevents children from having a wide range of resources to access independently. However, the childminder has made a 'toy catalogue' with photographs, so that children can pick out what they want. The childminder has only very recently begun to mind children and acknowledges the need to build up a wider variety of resources to more effectively support all seven areas of learning.

p.5

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

Young children begin to learn what is acceptable behaviour, when the childminder asks them to help tidy up and to sit down for snack time. With older children, the childminder has implemented a 'traffic light' sticker board so they can identify when their play is getting too noisy. She models good manners by saying 'please' and 'thank you' and praises cooperative behaviour. She reminds young children to get down when they climb on the chairs and so they are beginning to learn how to play safely. The childminder takes children to local toddler groups and this helps them develop appropriate social skills as they learn to share and negotiate with children of different ages. This will help them to adapt to larger groups of children as they move on to busier settings, such as school.

p.5

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

Healthy and nutritious meals are provided and fruit, such as grapes and banana are offered daily as a snack. The childminder tells young children fruit is good for them and plans to teach them about a healthy diet through access to appropriate websites. Children rest and sleep according to their individual needs. For example, the childminder notices when children are feeling unwell and makes them comfortable on the settee with cushions and a blanket, so they can rest. In appropriate weather, children play outside with sand and water play. In addition, the childminder takes them out regularly to a local park. This helps them to experience the local community and allows them to play out in the fresh air, which satisfactorily supports their good health.

p.5

provision

The environment is safe because the childminder completes risk assessments for the playroom, kitchen and any outings children go on. She has an up-to-date first aid and food safety qualification and has accessed recent safeguarding training. She is able to identify possible indicators of abuse and has developed her safeguarding policy to ensure it meets the requirements of the Local Safeguarding Children Board. This ensures that she has suitable knowledge in order to keep children safe.

p.5

provision

The childminder is still developing her understanding of the learning and development requirements and children's stages of development. As a result, the planning of learning experiences and activities, to enhance and extend children's learning and development, does not always effectively reflect individual children's level of ability and their interests. Consequently, the monitoring of the educational programme is not vigorous enough to help the childminder fully understand what children can do and what they need to learn next. However, she has begun to track children's progress and intends to share this with parents every few months. The childminder is reflective and committed to developing her practice as she recognises that, being new to the role, she still needs to develop her skills and knowledge. She attends training courses through the local authority and has plans to enrol on an early year's qualification at level 3 in the New Year.

p.5

provision

The childminder benefits from the support of local authority advisors and a small network of local childminders. She has begun to develop partnerships with other settings and has a clear understanding of how she would work with health professionals should children require additional support. She is keen to involve parents in an evaluation of her setting and when children have been attending for a longer period of time, will ask them to complete a questionnaire so she can consider their views and adapt her service where necessary.

p.6

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY462180 Local authority Halton Inspection number 920436 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

p.8

Name of provider

Date of previous inspection not applicable

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10