Childminder in St Helens

Inspection date

Previous inspection date 16/04/2014 Not Applicable

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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

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This provision requires improvement

 The childminder has sufficient policies and procedures in place to keep children safe and she understands what do to if she has any concerns about a child.  The childminder provides a welcoming and homely setting, she has a warm and caring approach and so children settle quickly.  Links with parents are developing well. The childminder uses a daily diary and chats to parents to share information about their children.

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It is not yet good because

 The quality of teaching is not yet consistently good enough to enable all children to develop the skills and knowledge they need.  Behaviour is not always managed well. Children are therefore not learning how to respect each other.  Activities are not always planned well enough to match the individual needs of the children.

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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 childminder's home.  The inspector spoke to the childminder at appropriate times during the inspection.  The inspector looked at children's assessment records.

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Inspection activities

 The inspector checked evidence of suitability, safeguarding policies and procedures and the provider's self-evaluation form.  The inspector took account of the written views of parents and carers.

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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 two children aged eight and six years in a house in St Helens, in Merseyside. The whole of the ground floor and a bedroom, toilet and bathroom on the first floor and the rear garden is used for childminding. The family has two cats, two dogs and a bearded dragon as pets. The childminder attends toddler groups and visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There is currently one child on roll who is in the early years age group and attends for a variety of sessions. She operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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must:

 improve teaching by using a range of strategies to engage children in learning, including modelling language, extending vocabulary and using mathematical concepts in everyday activities, to ensure children make good progress towards the early learning goals

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must:

 ensure behaviour is managed consistently, particularly when there is a mixed age group of children, to ensure younger children learn how to play and learn together and to respect others.

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

 plan interesting activities that meet the individual needs of the children, which encourage them to learn new skills, explore their environment and to develop their interests.

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who attend

Children generally enjoy their time at the childminder's house and are suitably occupied. However, the quality of teaching is sometimes weak because the childminder does not consistently use effective strategies to promote children's learning. For example, she overly directs children, insisting they count out various shapes and add them up. Therefore children are learning some numbers but it is not always appropriate for their age. The childminder talks to children about what they are doing, occasionally modelling language, but does not consistently extend children's sentences or introduce new vocabulary. Therefore, children are learning very basic language and communication skills but are not progressing as quickly as they might. Children are given few opportunities to explore or express their own ideas. For example, while making an Easter card, the childminder tells the children where to place the shapes, rather than allowing them make

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who attend

their own design. The childminder provides some support to develop skills, such as mark- making, as she writes the children's names and they try to copy them. As a result, children are beginning to learn that symbols carry meaning and to make the shapes of the letters in their name. The childminder does not always provide appropriate levels of support to help children develop some physical skills. For example, when pouring from a large, heavy jug into a small container or using scissors. Therefore, children do not develop a sense of achievement and so are less motivated to learn. As a result, children's progress is no better than satisfactory.

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who attend

The childminder observes the children and has systems in place to record her findings, which she shares with parents. She sometimes plans activities according to the children's interests. For example, she follows a child's interest in dinosaurs by making dinosaur eggs using papier mache and balloons and she includes dinosaurs in other activities. However, some activities are not matched to children's needs and interests and so opportunities to promote learning are sometimes lost. The childminder is beginning to track children's progress in order to identify gaps in their learning and development. The childminder attends playgroups with the children and this gives them further opportunities to develop the skills they will need for the next steps in their learning, including nursery and eventually school.

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who attend

The childminder collects information from parents to establish where children are up to when they start at the setting. She continues to share information using a daily diary where she records observations. Alongside this, she chats to parents about their child's interests and achievements and as a result, links with parents are beginning to make a positive contribution to how children are progressing.

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

The childminder provides a welcoming and homely setting. She knows the children well because she spends time sharing information with parents and has a flexible approach to settling-in procedures. Therefore, children settle quickly at the setting. Children feel safe and secure because the childminder is emotionally available to them. For example, she recognises when they are feeling tired and asks if they want to lie down and she gives children cuddles. Transitions into other settings are supported as the childminder liaises with parents and other professionals to share information. Children visit local schools with the childminder as they collect other children and they talk about what it will be like. As a result, children are appropriately emotionally prepared for the next steps in their learning.

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

The childminder reminds children about using manners. However, behaviour is not always managed consistently and the childminder is not always a good role model. For example, she sometimes argues with older children and chastises or criticises them. As a consequence, younger children are not learning how to play and learn together and treat others with respect. The childminder firmly reminds children of the rules when they climb or swing on the furniture, so children are beginning to understand how to keep themselves safe.

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

Children are beginning to learn some of the skills they will need for the next steps in their learning. For example, they are given appropriate support to put on their coats when it is time to leave the house and the childminder encourages children to manage their own self-care needs in the bathroom. Healthy lifestyles are promoted through daily routines as children are reminded to wash their hands before eating and they brush their teeth after meals. The childminder encourages children to eat a wide variety of foods including fresh fruit, so children are beginning to learn about how to keep themselves healthy.

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provision

The childminder has appropriate safeguarding policies and procedures in place to keep children safe. She has recently attended safeguarding training and this has had a positive impact on her understanding of safeguarding issues and what she should do if she has any concerns about a child. The front door is kept locked and visitors are asked to sign in. There are risk assessments in place, which suitably identify areas of potential harm and how these can be minimised. Accidents and incidents are appropriately recorded and shared with parents and other agencies as appropriate. Therefore, children are suitably safeguarded while with the childminder.

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provision

The childminder has systems in place to monitor the children's learning and development. However, these have only been in use for a short time and so the childminder is not yet fully able to evaluate the impact of the educational programme on children's learning. The childminder clearly aspires to improve. This is demonstrated by the well-written self- evaluation form in which she has identified some of her strengths and weaknesses. The childminder recognises gaps in her knowledge and skills and has joined a childminder network to enable her to progress. She has also begun to capture some brief written comments from parents, alongside her regular discussions, to help her identify areas for improvement. Therefore, she has the capacity and drive to improve her practice and as a consequence, improve children's learning and development.

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provision

The childminder is developing effective partnerships with other agencies and with parents to support her in her work. She is making positive steps to liaise with staff at a local nursery as she understands the importance of a consistent approach. There are useful systems in place to share relevant information about children and their achievements and this ensures that children receive appropriate support as and when they require it.

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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 EY468615 Local authority St. Helens Inspection number 939865 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 1

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Name of provider

Date of previous inspection not applicable

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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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