Childminder in Halton

Inspection date

Previous inspection date 15/01/2014 12/05/2010

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early years provision

This inspection: 1 Previous inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The quality of teaching is outstanding because the childminder has an exceptional understanding of how young children learn and develop. She provides an excellent range of imaginative activities for the children. As a result, they are motivated to learn and demonstrate superb levels of concentration considering their ages.  The exceptional quality of observation, planning and assessment provides imaginative and stimulating activities that engages children and enables them to make outstanding progress.  Wonderful relationships with parents ensure they are fully engaged in their children's learning in the setting and at home. Their contributions are valued and significantly contribute to the superb planning and assessment of their children, which supports children's excellent progress.  The childminder has an excellent knowledge of the safeguarding and welfare requirements. Consequently, children remain extremely safe and secure whilst in her

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This provision is outstanding

care.  The childminder is exceptionally caring, sensitive and skilled in helping children to form secure emotional attachments. This in turn fosters a sense of belonging and ensures that children are confident learners who are emotionally well-prepared for the next stages in their 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 the children and childminder undertaking activities in the designated playroom.  The inspector spoke to the childminder and children during activities.

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Inspection activities

 The inspector looked at a sample of children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and other adults living in the home and viewed a range of policies and procedures.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day and documented written references.

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Information about the setting

The childminder was registered in 2002. She lives with her partner and three children aged 10, 11 and 17 years in Widnes, Cheshire. The whole of the ground floor of the childminder's home is used for childminding. There is a fully enclosed garden for outside play. The provision is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

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Information about the setting

There are three children on roll in the early years age group. The childminder walks and sometimes uses her car to collect children from the local school and takes them to toddler groups on a regular basis.

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

 enhance the already excellent outdoor provision so that children can learn about growth and changes over time.

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who attend

This experienced and dedicated childminder has an in-depth knowledge of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. She has high expectations of herself and the children in her care and has a superb understanding of how young children learn and develop. Children thoroughly enjoy their time spent with this warm and enthusiastic childminder, who provides an imaginative range of high quality resources and activities, both inside and outside. Children settle quickly with this caring and supportive childminder because she gathers information about their interests and individual learning needs from their parents when they first start attending. From this information, she ensures that excellent activities and toys are made available based on the children's interests. The childminder assesses and identifies the children's starting points and ongoing developmental stages extremely well. She

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who attend

undertakes regular insightful observations and precise assessments of the children; including the progress check at age two and uses this information to plan for their individual next steps in their learning. As a result, all children are inquisitive and motivated learners. It also means that the childminder is able to use her comprehensive knowledge of the progress that children make to identify any gaps in children's development; and address them through early intervention and involvement from other agencies to progress children's learning. The quality of teaching is outstanding. Children's communication and language skills are given a high priority by the childminder at all times, as a result all children are making superb progress and some are exceeding age related expectations. She provides excellent commentary and open-ended questions to children during their play, to engage them in practising their language skills. For example, even young children show wonderful

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who attend

language skills as they speak clearly using language in the past tense to recall events and activities that they have taken part in. The childminder asks the children if they can remember their trip to the farm shop. Children respond enthusiastically, chatting about what they bought and where they went. The childminder's clear pronunciation ensures that children of all ages hear appropriately modelled language. She sings songs and reads stories with enthusiasm, which captivates children's attention. For example, she reads a story book with props, such as puppets representing the main characters in the story. This opportunity enhances children's understanding of the story and that print carries meaning; therefore, extending their literacy and thinking skills through identifying which character is which from the story. The indoor environment is rich in print and the childminder encourages children of all ages to draw and write. For example, babies are supported to

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who attend

make marks using fluorescent lights, which captivate them and ignite their interest and toddlers are encouraged to draw with crayons and chalks. Daily circle time is used to develop even the youngest children's understanding of the current weather and learning about the day of the week. This demonstrates the high expectations, which the childminder has for all of the children in her care. All of these opportunities support children's developing literacy and communication skills, in readiness for the next stage in their learning, such as school.

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who attend

The childminder works extremely well in partnership with parents to ensure a consistent and coherent approach to young children's care and learning. For example, parents are encouraged to complete their own observations of children's learning at home and the childminder uses these to great effect, to build on and extend what she knows about their interests at home. For example, when parents say that their child has begun to show an interest in the letters of her name; the childminder skilfully introduces simple phonics to adult-led sessions to support the child's emerging interest in letter sounds. This fantastic approach to children's learning means that they are appropriately challenged and gain the skills they need to continue learning. The childminder uses her summative assessments of children's learning incredibly well. For example, parents are encouraged to meet with the childminder to discuss the summative assessments and together, they agree on

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who attend

appropriate next steps for children's learning. This wonderful approach to working in partnership with parents means that children have outstanding opportunities to reach their full potential.

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

Children settle extremely quickly in the childminder's home because she sensitively supports them, by using carefully planned settling-in sessions and drawing on her considerable experience of working with young children. Close working relationships and excellent communication with parents are a high priority for the childminder. This ensures that she has an extremely good understanding of all children's individual care needs and routines. It also means that children form strong attachments to her, which supports their emotional well-being extremely well. As a result, children are confident and exceptionally happy in the childminder's care. Consequently, they are extremely inquisitive with an enthusiasm to learn and are developing a strong sense of independence.

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

Children very confidently explore the environment and happily make choices and decisions about their play from the extensive range of resources available to them. They become increasingly independent as they are encouraged to take responsibility for simple tasks, such as taking their plates to the sink when they have finished eating their snack. The designated playroom is extremely welcoming and stimulating. The childminder makes excellent use of the space available by rotating toys so that there is still sufficient space for children to move about safely. Children's behaviour is exemplary and they greet each other with kindness and enthusiasm. This is because the childminder sets consistent boundaries for children and is an inspiring role model. For example, she reminds them that another child will be arriving shortly and that it is important to make her feel welcome. The children take great pride in this and respond to the arrival of their friend warmly. For

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

example, they say, 'I am very happy to see you today'. This superb approach to supporting children as they build relationships means that children are learning compassion, empathy and respect for each other.

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

Children are supported to make healthy choices about what they eat and they help themselves to regular drinks from their water bottles or water dispenser. They are kept physically active as they experience excellent opportunities to access fresh air and exercise in the indoor soft play areas, parks and surrounding countryside. The excellent outdoor space could be further enhanced so that children can learn about growth and changes over time, for example, through helping to grow vegetables, fruit and plants. Children are supported in developing an understanding of how to keep themselves safe in a number of ways. During outings, the childminder discusses road safety and the importance of older children staying near her at all times, when in the park. The childminder regularly takes children out to various places in the local community, helping them to understand the world around them and develop friendships with other children. For example, regular

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

outings to the toddler group and soft play centre are purposefully planned to help children and babies to develop confidence and independence by becoming aware of others. This helps them to prepare for the next stage in their learning, such as nursery or school.

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provision

A recent serious incident required Ofsted to issue a notice to improve, requiring the childminder to implement a safeguarding policy, in-line with the guidance of the Local Safeguarding Children Board. The Childminder took immediate action to amend her safeguarding policy which is now fully in-line with the guidance of her Local Safeguarding Children Board. The childminder now has a comprehensive understanding of how to meet the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. She has an excellent knowledge of her role and responsibility in identifying and reporting any child protection concerns, and attends regular safeguarding training to remain updated in this area. The childminder gives the utmost priority to keeping children very safe and secure through her understanding of her comprehensive policies and procedures. Risk assessments are used very effectively to help minimise

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provision

hazards, both within the setting and on the many and varied outings, which the childminder provides for the children. These are regularly reviewed to ensure that any potential safety risks are swiftly identified and addressed. The childminder ensures that all adults living on the premises are fully vetted and checks the identification of all visitors to ensure that children are protected from harm.

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provision

The childminder has an excellent understanding of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. She works closely with other childminder's to regularly review and monitor the planning to ensure the educational programme continues to provide a challenging and stimulating activities for all children. She shares ideas and evaluates activities to identify where any improvements could be made. By doing so, children remain extremely enthusiastic and show very positive attitudes towards their learning. The childminder's high aspirations and commitment to outstanding practice are evident in meticulous self-evaluation, which includes the views of children, parents and external agencies. The childminder has devised a targeted programme of professional development to improve her already first class understanding of practice. She is extremely well-read, updating her professional

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provision

knowledge by the internet, attends network meetings and maintains regular contact with her local authority development worker; to keep informed about any training opportunities that may further develop her outstanding provision.

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provision

Parents have access to a wealth of high quality information about the setting through a comprehensive parents' pack, including informative policies. They receive outstanding information about their children's care and daily activities verbally, written in the daily contact books, by reading their child's learning journal file and sharing information via e- mail. Parents actively contribute their views and observations, which are used by the childminder to inform her assessments. This ensures that children have continuity in their care and learning, which means that they make rapid and in some instances outstanding progress due to the childminder's exceptionally strong teaching skills.

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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 EY216563 Local authority Halton Inspection number 917380 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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