Childminder in St Helens

Inspection date

Previous inspection date 28/08/2014 14/09/2009

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children are happy and secure within the homely environment because strong attachments are formed with the childminder.  Teaching is good because the childminder understands how to promote children's learning. As a result, they enjoy their time with her because she provides a good range of appropriate play experiences.  Positive relationships are established with parents to aid children's continuity of care and promote their learning effectively.  The childminder has a good knowledge of safeguarding procedures. She supervises children well and is aware of potential risks.

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It is not yet outstanding because

 The childminder does not always consider how she uses background noise when interacting with children at particular times, so that they can confidently use their listening skills as appropriate.  Rich opportunities for children to become engaged in meaningful conversations about previous play experiences, for example, through the use of images of their involvement in various activities are not yet fully embraced.

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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 children's interactions with the childminder during routines and a range of both adult-led and child-initiated play experiences carried out in the playroom, kitchen and living room.

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Inspection activities

 The inspector conducted a joint observation with the childminder, and held discussions with her and interacted with children at appropriate opportunities.

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Inspection activities

 The inspector looked at children's learning files, tracking records, and a selection of policies and records, including risk assessments, the safeguarding policy and evidence of suitability checks.

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Inspection activities

 The inspector took into account the views of parents spoken to on the day of the inspection and from written comments from questionnaires and letters obtained by the childminder.

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Information about the setting

The childminder was registered in 2003 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children age 12 years and 10 years in Newton-le-Willows, St. Helens. The whole of the ground floor, the bathroom and one bedroom, both located on the first floor, are used for childminding. Children have access to the rear garden for outdoor play. There are currently eight 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, from 7.15am to 5.30pm, Monday to Friday, except bank holidays and family holidays. She provides funded early education for three- and four-year-olds. The childminder attends a number of parent and toddler groups and visits local parks, including areas of interest on a regular basis.

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

 enhance the learning environment to ensure background noise is kept to a minimum, in order to encourage children's listening and attention skills

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

 enhance opportunities which promote reflective discussions with children, in order to extend their language skills, for example, by using images which capture children's involvement in play experiences.

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who attend

The quality of teaching is good. This is because the childminder understands her role in providing positive and stimulating interactions, in order to promote children's learning and development. For example, she directs teaching through demonstrating and explaining how to prepare the pastry and apply the filling. She provides children with a good range of both adult-led and child-initiated play experiences, which means that they have opportunities to take part in meaningful activities. As a result, children make good progress in their learning. Children's communication and language skills are developing well because the childminder uses a range of teaching strategies, which promote their overall development in this area. For example, she models language, speaks clearly and repeats sounds. However, the childminder has not fully considered how background noise, for example, the radio, affects children's ability to listen and understand what she is

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who attend

saying, in particular when interacting with them in the living room. The childminder differentiates her teaching strategies as she uses phonics to help older children link sounds to letters. Consequently, they are developing articulation in their speech as they sound out the letter sounds of their name. The childminder liaises with school and parents as necessary to ensure she provides relevant experiences, which complement existing learning. For example, following discussions with parents, the childminder has purchased sets of tweezers in order to support children's literacy skills, as they use these to strengthen their pencil grip. As a result, she promotes children's continuity of care as she works in partnership with parents and other professionals, in order to ensure children acquire the necessary skills and capacity to develop and learn effectively and prepare them for school.

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who attend

The childminder has a good knowledge of children's individual characteristics, interests and abilities, which enables her to deliver good-quality educational programmes. She understands the importance of working in close partnership with parents, and gathers relevant information from them before children start. She uses settling-in visits as further opportunities to discuss children's existing abilities, in order to identify their on-entry level of development. She observes children closely in order to assess what they already know, understand and can do, as well as taking account of their interests and individual learning styles. For example, she uses her knowledge of children's interest in dinosaurs to visit a museum, to enhance their learning. The childminder captures children's play experiences across the seven areas of learning using photographic images. These are collated and recorded in their individual files, and these are shared with parents at regular times

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who attend

throughout the year. The accurate and precise observations of children ensure that their needs are identified and progress is effectively tracked through a continuous assessment of their ongoing achievements. Consequently, children make good progress in their learning based on accurate observations and stimulating interactions.

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who attend

Children are learning early mathematical skills as the childminder routinely talks about shapes, size and measure. The childminder provides first-hand experiences where children learn through play, following their own ideas and motivations. For example, children spend time organising the space and resources as they enjoy a teddy bears picnic. The youngest children show perseverance as they lay out the table cloth, ensuring it is lying flat on the floor. Older children organise the resources and prepare the food using positive interactions and good social skills. Children's participation in self-chosen play experiences reveals their current interests and patterns of thinking. For example, young children show high levels of involvement as they repeatedly build towers using small wooden pieces. The childminder interacts appropriately, as she initially observes the play and then joins in to enhance the learning through discussion and positive interaction. Consequently, good

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who attend

teaching strategies, together with appropriate intervention, match individual children's needs and ensure they make good progress.

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

Children are cared for in a warm, caring and homely environment where they feel safe and secure. They form strong emotional attachments with the childminder. Subsequently, children arrive happy and eager to play. Settling-in procedures are flexible and the childminder takes time to find out about children's individual care needs before they start. Partnership with parents is strong and information gathered from them enables the childminder to promote children's emotional well-being effectively. As a result, children are confident as they explore the environment and demonstrate a good sense of belonging. The use of daily diaries helps to keep parents informed about children's individual care routines, including a brief overview of their participation in various activities. Children point to and enjoy making connections to the images on display and those within their files. However, there are fewer opportunities to use images further, in order to promote

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

reflective discussions with children, which enable them to recall events and talk about previous experiences carried out.

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

Children's good health is effectively promoted through daily routines and a commitment to a healthy lifestyle. They develop effective independent self-care skills. For example, older children confidently ask permission before they use the bathroom upstairs. The childminder provides a good range of home-cooked food, alongside healthy and balanced refreshments for snack. For example, children enjoy a range of fresh fruit, toast and yoghurt, which sustains their appetite and energy levels until lunch time. Children learn about healthy lifestyles as the childminder talks about food provided. They are developing awareness and understanding of safety. For example, they join in with the childminder as they talk about the necessary safety measures when checking the cakes in the oven. Furthermore, she supports and supervises toddlers as they manoeuvre around the rooms. Older children are reminded how to use the furniture appropriately. Participation in regular

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

trips helps children develop an awareness of the wider community and aspects of the natural environment. Children are confident to move and enjoy using a range of large play apparatus at local parks and, therefore, develop good physical skills and learn to manage risk. The childminder acts as a positive role model and promotes respectful behaviour using appropriate explanations as requirements. This helps children to know what is acceptable and how to interact appropriately. Children's self-esteem and self-confidence is developing well, as the childminder routinely offers praise as she acknowledges the efforts and contributions made. Consequently, children are well prepared for the next stage in their learning.

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

The childminder's home is effectively presented to enable children of varying ages to move around the playroom and living room. She organises appropriate resources across both rooms, using the living room, in particular, as a learning environment to support the youngest children. For example, they use this space to move and spread themselves out, as they independently play with the range of interactive and stimulating resources available. She evaluates children's varying skills and abilities. This knowledge is then used to rotate the resources provided. Older children are confident to ask for additional resources if they wish. As a result, children remain interested and motivated in their learning. The childminder understands her role in providing a supportive emotional environment. This is because she empowers children to exercise their own choice over the resources available. Furthermore, they have time and freedom to become deeply involved

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

in their self-chosen play experiences. For example, older children enjoy playing imaginative games as they use role-play resources to act out various play scenarios. Additional creative play experiences, such as dance, enables children to move their bodies to various styles of music. They enjoy singing solo or collectively to their favourite songs. As a result, children demonstrate a good level of personal, social and emotional well- being.

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provision

The childminder has a good level of knowledge and understanding of the safeguarding and welfare requirements, which enables her to effectively promote children's safety and well-being. Parents are given a prospectus detailing the childminder's policies during settling-in procedures. She ensures that children's safety is promoted through appropriate supervision. Daily safety checks of her home and outings are consistently carried out. She understands the importance of maintaining professional knowledge and understanding of practice as she attends relevant training. Consequently, her first-aid certificate is kept updated and she understands the procedures to follow for the safe administration of medication. She demonstrates a good level of understanding of local safeguarding and child protection procedures. This is because she has previously attended safeguarding training to ensure that she can protect children and knows what to do in the event of a

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provision

concern arising. All required information is obtained from parents before children start. As a result, the childminder has effective arrangements in place to promote children's good health and welfare.

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provision

The childminder is fully committed to providing children and their parents with good- quality care and education. She regularly reflects on and evaluates her practice to achieve ongoing improvements to her childminding provision. For example, she evaluates resources used, in order to ensure these remain developmentally appropriate and safe to use. The childminder understands the learning and development requirements of the Early Years Foundation Stage, and ensures she is meeting her responsibilities in all areas. For example, she has created formats to gather information from parents about children's existing learning before they start. The childminder understands her role as an educator, as she provides an appropriate balance between both child-initiated and adult-led play experiences. She allows child-initiated experiences to happen, as she stands back and considers the best time to join in and enhance children's learning. Consequently, the

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provision

childminder effectively reflects on her practice, as she evaluates children's learning and her role in ensuring they make good progress when in her care.

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provision

Positive relationships with parents are well established. This is because she maintains a good two-way flow of communication with parents through discussions, daily diaries for the youngest children and the regular exchange of children's individual files. This helps to ensure children's individual needs are fully met and parents are aware of the progress their children make and ways in which to extend the learning at home. Parents' views of the childminding provision are sought through questionnaires, and written comments show that parents are very complimentary about the care and support provided. Furthermore, they discuss their appreciation of the care and attention provided by the childminder. Good links with the local school are in place, and the childminder demonstrates through discussion an understanding of the importance of working in close partnership with parents and others. As a result, the childminder fosters children's

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provision

continuity of care and follows a shared approach in promoting their individual care and learning needs.

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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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 EY261738 Local authority St. Helens Inspection number 872687 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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