Childminder in Halton

Inspection date

Previous inspection date 17/07/2014 09/02/2012

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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 knows children well, she has a good understanding of children's achievements and where they need to go next. This combined with teaching which is effective and a wide range of enjoyable activities, support children to make good progress.  Children thrive due to the kind caring nature of the childminder. They are supported in their play and consequently, are happy and keen learners in the safe and secure home.  The childminder has a good understanding of safeguarding children. Rigorous checks of the premises and a clear understanding of the possible indicators of abuse ensure children are protected from harm.  Partnerships with parents are effective. The childminder works closely alongside them to ensure the individual care needs of children are met.

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It is not yet outstanding because

 The ways in which high quality practice and information sharing between the childminder and parents has not been maximised.

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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 had a tour of the childminder's home that are used for childminding.  The inspector observed the childminder while she interacted with the children.

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Inspection activities

 The inspector looked at some paperwork, including the children's development records, the childminder's policies, procedures and risk assessments.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her mother and sister in a house in Runcorn. The whole of the ground floor and the rear garden are used for childminding. The family has a dog as a pet. The childminder attends a toddler group and she visits the shops and park on a regular basis. She collects children from local schools and pre-schools. There are currently nine children on roll, four of whom are in the early years age group and attend for a variety of sessions. The childminder 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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To further improve the quality of the early years provision the provider should:

 extend the ways in which high quality practice be shared between the childminder and the parents, for example, by providing further opportunities for parents to share everyday experiences of their children's learning at home.

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who attend

The childminder understands how to promote children's learning and development through play and carefully planned activities, that are linked to their individual interests and have breadth and depth across all areas of learning. The childminder works with parents from the start. The childminder obtains through discussion with parents, and the use of an All about me form, a range of information about children's individual likes, routines and learning. This information is used alongside her initial observations, to assess children's starting points in learning. Each child has an individual learning journal, which includes examples of their work, monthly observations of their learning and incidental observations of children's activities and interests. She also plans a good range of challenging and enjoyable experiences for children. As a result, children show very good levels of curiosity and confidence in the setting. This supports them to make good

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who attend

progress in their learning in relation to their starting points and to demonstrate the key skills they need in preparation for the next stage in their learning.

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who attend

The childminder has some systems in place to support parents to be involved in their children's learning and development. For example, she routinely holds daily discussions with them about their children's care and provides them with the opportunity to attend parents' evenings at her home. However, there is room to extend the ways in which high quality practice be shared between the childminder and parents, by providing further opportunities for parents to share everyday experiences, of what children are learning at home in order to enhance children's learning further.

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who attend

The childminder is very supportive of children in her care. She spends good quality time with them and understands the importance of promoting their communication and language and personal, social and emotional development. For example, at story time, children snuggle in next to her and when reading, she leaves pauses for children to fill in the gaps and uses puppets to extend their thinking and imagination. She skilfully questions children by asking them, 'What do you think comes next?' and 'What can you see?'. She also allows time for children to think and respond. Children's development is further enhanced through regular outings and walks in the local community. These allow children the opportunity to meet new people and mix with peers. Children also learn how to build strong relationships and learn key skills, such as sharing and taking turns. Children's physical development is fostered through them having easy access to the

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who attend

childminder's garden, where they enjoy ball games, digging and mark making. Children also learn about the world, through a good range of planned and spontaneous activities. For example, the childminder takes them on trips within the local community, where they enjoy using public transport. This extends their knowledge of their local area and builds their confidence and self-esteem away from the childminder's home.

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

Children are very well settled at the childminder's setting, due to the individualised settling-in sessions. While children and their parents attend introductory visits the childminder gathers lots of useful information. This ensures she knows the children well and that she can meet their individual needs, before they are left in her care. Children demonstrate they feel safe and secure as they confidently explore the environment, interacting with the childminder when they need her. The childminder fosters children's independence well. She encourages them to tidy away toys and to help her with domestic tasks, such as setting out the table for lunch. In addition, the childminder understands the importance of ensuring children have the skills they will need for school. She demonstrates a good understanding of how she will do this and she is aware of the need to ensure this process is shared with parents and teachers. For example, she completes a

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

transitional profile report for each child and visits schools to talk with teachers. This ensures that children have continuity and consistency in their learning.

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

The childminder is an excellent role model for children. She uses clear and consistent strategies to manage behaviour and always offers children explanations for unwanted behaviours. Therefore, given their ages and stage of development, children are very responsive and behave exceptionally well. The childminder supports children in keeping themselves safe. For example, after using the toilet, children independently wash their own hands. This demonstrates their clear understanding of her expectations of them and that they are familiar with routines at her home. Children have access to a wide range of resources, both indoors and outdoors, which are safe, clean and age appropriate. These are organised well and accessible to children.

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

Children's health is successfully supported by the childminder. Clear messages are given to children about leading healthy lifestyles. For example, they are growing their own vegetables in the garden. The children benefit from fresh air because the childminder ensures children have daily access to the outdoor area and they routinely enjoy outings in the local community. Children learn about good hygiene practices, as they play and learn in a clean environment. Hygiene routines at nappy times are good. The childminder uses protective equipment and sanitises the changing area after each child has been changed. This ensures children's health is well protected.

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provision

The childminder has a very good understanding of the welfare requirements and has attended lots of training, including safeguarding, first aid and food hygiene. She demonstrates a secure understanding of the possible indicators of abuse and how she would proceed should she be concerned about any child in her care. Daily checks and risk assessments, both indoors and outdoors, ensure that children are safe while they play and explore. As a result, children are protected while in her care.

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provision

The childminder has a very good understanding of the learning and development requirements. She plans lots of stimulating and varied activities and experiences for children, across the seven areas of learning. The childminder monitors children's progress and shares this with parents regularly. The childminder understands the need to complete the progress check for children aged between two and three years. She is beginning to evaluate the service she provides, to ensure she maintains ongoing improvements for children. For example, she uses her observations of children interests to enhance her provision. She also seeks the views of parents, in relation to their children's learning and development and her service, by asking them for daily feedback at drop off and collection times. She then uses this information as a form of self-evaluation, to improve her provision even further.

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provision

The childminder liaises with teachers at local schools and ensures any messages she receives are relayed to parents. She also understands the importance of these relationships, as part of children's continuous development and in particular, of those who will move on from her setting to school.

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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 EY433107 Local authority Halton Inspection number 876009 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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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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