Childminder in Halton

Inspection date

Previous inspection date 13/11/2013 21/05/2013

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early years provision

This inspection: 3 Previous inspection: 2 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 requires improvement

 Children develop secure emotional bonds with the childminder due to her welcoming approach. This appropriately supports children's well-being.  The childminder visits local children's centre groups, which help children to socialise and to gain a satisfactory range of key skills in readiness for school, when the time comes.  Teaching is adequate as the childminder engages in play with the children and names objects or characters as they ask 'what's this?' This provides some opportunities to develop their communication and language skills. As a result, children make satisfactory progress.  The childminder has a sufficient understanding of safeguarding issues and is, therefore, able to maintain a safe environment for children.

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It is not yet good because

 Activities are not always planned to meet the individual needs of the children present.  Teaching does not focus on the child or their level of understanding or learning.  There is scope to support children's early literacy and language skills further through the use of print in the environment.  Self-evaluation does not include reflective analysis of the childminder's own practice with children, in particular, her teaching strategies and their impact on children's learning.

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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 interactions between the childminder and the child present while they played together.

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Inspection activities

 The inspector looked at a sample of documents, including safeguarding policies, behaviour management and children's observation and assessment files.  The inspector held discussions with the childminder.  The inspector took written comments from parents into account.

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Information about the setting

The childminder was registered in 2006 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two children aged 12 and 16 years in a house in Widnes. The whole of the ground floor and the rear garden are used for childminding. The family has three dogs and a tortoise as pets.

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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. She collects children from the local schools and pre-schools.

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Information about the setting

There are currently six children on roll, two of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year from 7am to 6pm, Monday to Friday, including bank holidays. She is a member of the Professional Association for Childcare and Early Years.

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must:

 plan challenging and enjoyable activities that are tailored to the needs of individual children, so that they make good progress towards the early learning goals

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must:

 improve teaching strategies to ensure that children's emerging needs and interests are responded to through warm, positive interactions.

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

 improve the evaluation of practice, including teaching strategies, so that weaknesses in the provision are consistently identified and effectively targeted, to bring about improvements in children's achievements

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

 increase the use of print in the environment, such as signs and labelling on storage boxes; to enhance children's understanding that words have real meaning and to further support their good early literacy skills.

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who attend

The childminder has a sufficient knowledge of child development and provides a range of play resources that support children's learning in all areas. Children are kept occupied and enjoy their time with the childminder. Teaching is adequate. The childminder engages in play with the children and names objects or characters as they ask 'what's this?' This provides some opportunities to develop communication and language. However, she uses questions to direct the play and does not tune into what children may be interested in to extend their learning. As a result, the play does not develop into an enriching learning experience. For example, a child who seems interested in the toy telephone is given some phrases to say but is very quickly introduced to another toy. Activities are not always planned to meet the learning and development needs of the children who attend. For example, an activity to draw using a complicated stencil is not suitable for the age and

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who attend

development of the child present. As a result, the child shows little interest in mark making. Instead, the child engages in exploring the pencil sharpener, carefully inserting the pencil and using their fingers to turn it. Again, the opportunity to extend children's learning during this activity is not maximised by the childminder. There is also scope to increase the use of print in the environment to support children's understanding of words.

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who attend

The childminder uses themes, such as autumn to develop activities, for example, a leaf collage and pumpkin carving. She also attends a range of activities, such as 'stay and play' sessions at the local children's centre. As a result, children gain the skills and aptitudes they need for their next steps in learning, including school.

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who attend

The childminder plans the transition from home through introductory visits where both children and parents become comfortable and confident in her abilities. She gathers information about the children's care routines and abilities from parents during these sessions. This means that she can meet children's physical and emotional needs right from the start of the placement. She then uses her own observations to assess the children's stage of development. Parents contribute comments to the childminder's observations of the children and this encourages their involvement of their child's learning.

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

The childminder has a caring approach, which ensures children settle well, form secure emotional bonds and enjoy their time with her. She talks to parents frequently to gather information about their care needs and likes and dislikes. This means that children's well- being is supported appropriately and they feel safe with the childminder. The childminder treats children as very much part of her own family and is flexible in her care to support families in many different ways. This includes visiting family's during the evening to allow parents to have some free time.

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

The childminder manages behaviour adequately. She uses strategies that are appropriate to the age and development of the child. For example, she explains that she would remove a child who is having a tantrum away from the situation and give them time to calm down. The childminder sometimes praises children's achievements and this supports their self-esteem. She encourages good manners through reminding them about sharing and saying 'thank you' and 'please'. Children start to understand about safety issues as the childminder explains why they have safety belts when traveling in the car. Close links with the local community provide opportunities for children to meet up with larger groups and develop their social skills in preparation for the transition to school, for example, by attending 'stay and play' groups at the local children's centre.

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

Children have opportunities to be active and develop their physical skills when they visit the local 'stay and play' session, where there is large play equipment and a bouncy castle. There is also an enclosed garden where they can have fresh air during their time at the childminder's home. The indoor environment is predominantly a family home with equipment and toys carefully stored, so that children can choose what they wish to play with.

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provision

The childminder understands her responsibility to ensure that she meets the safeguarding and welfare requirements of the Early Years Foundation Stage. She attends safeguarding training to keep her skills and knowledge up to date and knows where she can refer any concerns she may have about a child. The childminder has appropriate safeguarding policies and practices in place and shares these with parents and her assistant childminder. The childminder is aware of risks to children and carries out risk assessments to prevent children from coming to harm. Children's records are kept updated and there are daily attendance registers.

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provision

The childminder has carried out self-evaluation and there have been improvements over time. However, this is not yet effective in monitoring and identifying weaknesses in teaching and learning. Therefore, there is not an improvement plan, which relates to raising children's achievements and as a result, children only make satisfactory progress. Furthermore, the recommendation from the last inspection has not been addressed, therefore, identified weaknesses are not routinely developed into an action plan for improvement.

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provision

Partnerships with parents and other providers, including schools are reasonably well established. The childminder shares information with a teacher at the local school about themes and topics and the achievements of the children. This ensures that children have a consistent approach to the subjects they are learning.

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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 502870 Local authority Halton Inspection number 938310 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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