Childminder in St Helens

Inspection date

Previous inspection date 08/09/2014 25/11/2009

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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

 Children are progressing well because the childminder is knowledgeable about how children learn and her teaching is good. She provides children with exciting and challenging play, which covers all areas of learning.  Children's individual needs are well known. The childminder has formed close relationships with the children and their parents, which ensures children are happy, secure and settled.  The childminder has a good understanding of the safeguarding and welfare requirements. She successfully implements policies and procedures to help keep children safe and to promote their well-being.  Positive relationships with parents mean that children's individual needs are met and parents are well informed about all aspects of their children's development.

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It is not yet outstanding because

 The childminder has not extended the selection of natural resources in her varied array of toys, to fully promote children's sensory development.  The childminder does not always fully promote children's independence through everyday care routines, such as snack and mealtimes.

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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 childminder caring for and playing with the children.

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Inspection activities

 The inspector spoke to the childminder about her practice at appropriate times during the inspection.

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Inspection activities

 The inspector sampled children's progress records and a range of documentation, including evidence of the suitability of adults in the household, the safeguarding policy and procedures and accident and medicine records.

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Inspection activities

 The inspector had a tour of the childminder's home, including the kitchen, garden and play areas.  The inspector took account of parent's views and of the provider's self-evaluation.

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Information about the setting

The childminder was registered in 2000 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her adult son in the Thatto Heath area of St. Helens, Merseyside. The whole of the ground floor is used for childminding. There are currently two children on role, both of which are in the early years age range. The childminding provision operates all year round, from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder visits the local shops and other community venues and collects children from the local schools and pre-schools.

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

 extend the range and variety of natural resources, such as shells, feathers, wooden objects, metal utensils and fabrics, so that babies and young children are able to explore a range of sensory experiences

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

 promote children's independence during everyday routines even further, for example, by encouraging them to wash their own hands as they prepare for snack and mealtimes.

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who attend

Children make good progress in their learning because of effective and robust procedures for monitoring children's development towards the early learning goals. The childminder uses her initial observations when children begin attending the setting, to plan a variety of stimulating activities and play opportunities, that ignites their interest and enhances their learning. Through regular and accurate observations and assessments, the childminder identifies next steps in children's development, which ensures they continue to make good progress in all areas. Each child has a learning journey, which contains photographs, observations and examples of children's work. Parents regularly review these and are invited to contribute to them by sharing details of what their child enjoys and achieves at home. Consequently, parents are fully involved and a consistent approach to their children's learning is maintained. The childminder has identified strategies to develop this

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who attend

even further, including a monthly summary report, to continue to promote parental engagement. The childminder is a knowledgeable and enthusiastic practitioner. She demonstrates a good understanding of the learning and development requirements and of how children learn. As a result, children are engaged and motivated in their play. The childminder supports children's learning by modelling, explaining what is happening, making suggestions and praising children for their efforts. As a result, children are supported well to develop the skills required for the next stage in their learning. The childminder has a secure understanding of the progress check for children between the ages of two and three years and of the importance of working with other professionals in order to fully support children's progress.

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who attend

The childminder effectively supports children's acquisition of communication and language skills. She repeats words the children use, introduces new words as they play and extends sentences to develop children's vocabulary further. Opportunities for children to sing and perform songs with musical instruments strengthen language even further and help to build their confidence and self-esteem. Nappy changing routines offer the opportunity for close eye contact and conversation to take place. As a result, children's language is developing well. The childminder talks to children while they play and provides a running commentary during activities and routines. This gives meaning to what children are doing and reinforces their learning. She models self-talking as she describes what she is doing, 'I'm going into the kitchen and then I'm going to make your snack '. This helps children to link actions with words and to develop their understanding of sequences and routines.

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who attend

Mathematical development is continually promoted, as the childminder talks to children about numbers and encourages them to count as they play. Children learn how to behave in social situations and how to play alongside others. For example, play sessions at local toddler groups and outings to places of interest in the community provide opportunities for them to develop their confidence and form relationships. These good skills will help to prepare them well for the next stage in their learning and their eventual moves to nursery or school.

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who attend

A good range of resources, such as books, puppets, instruments and construction equipment, are stored in boxes that are easily accessible and clearly labelled to allow children to make independent choices in their play and learning. Children are active learners. However, the range of resources available does not always routinely include natural resources and materials to develop and promote babies' and young children's sensory development even further. The childminder provides opportunities for children to engage in activities that promote their physical development. For example, they regularly visit the local park and enjoy using slides, swings and climbing frames. Children have good opportunities to practise their mark making. There is a range of age-appropriate tools for children to draw with, such as chalk and pencils. As a result, children learn to hold a pencil correctly from a young age. Children's early literacy development is supported well

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who attend

through the good selection of books children access. Children learn that print carries meaning through labels and signs around the setting. This supports young children's literacy development even further and helps prepare them for school.

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

Children are clearly settled and feel safe and secure within the setting. Their personal social and emotional well-being is given high priority, as the childminder is responsive to children's individual needs, offering praise, encouragement and reassurance when needed. This provides the children with the self-assurance they need to make the move into school and deal with challenges on their life's journey. Children have formed strong attachments with the childminder. They are happy, confident and engaged in their play. This is because the childminder has a warm and friendly manner and takes time to find out about children's needs and interests, listening carefully to their ideas and suggestions. As a result, children are confident, have good self-esteem and develop a strong sense of belonging.

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

Children's good health is given high priority, as the childminder ensures her home is safe, secure, clean and suitable for young children. She continually ensures that risks to children are minimised. She undertakes regular risk assessments to ensure the safety of the premises at all times. This means that children are able to play in a safe and secure environment. The childminder encourages good behaviour from children to support their personal, social and emotional development, providing gentle reminders about being kind to others and sharing toys and resources. As a result, children develop good social skills and learn right from wrong. Children are developing their self-care skills, feeding themselves at snack time. However, the childminder does not always use everyday routines to encourage children to develop their independence even further, such as washing their own hands before mealtimes. The childminder acts as a good role model by

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

providing nutritious snacks and meals and ensuring children drink plenty of water throughout the day. This helps children to begin to understand about healthy diets and develop good habits for the future.

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provision

The childminder has a secure understanding of the learning and development requirements of the Early Years Foundation Stage. She regularly undertakes written observations and assessments and plans for the next steps in children's learning. She tracks children's progress using current guidance and shares this information with parents, so they are aware of their child's stage of development. This enables her to quickly identify gaps in children's learning, plan appropriate activities to support them and seek advice and intervention from external professionals if necessary. As a result, children's individual needs are effectively met through a broad and balanced curriculum that covers all seven areas of learning.

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provision

The childminder has a thorough knowledge and understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. This is supported by an effective range of written policies and procedures. For example, the safeguarding policy contains information about the use of mobile telephones and cameras in the setting and who to contact if the childminder has a safeguarding concern. All adults in the household have undergone relevant vetting and checking procedures to ensure children's safety. This means that she is aware of her role and responsibilities to protect children's welfare. The environment is safe and secure and the childminder carries out daily checks to minimise risks. Regular fire drills are practised with the children. Consequently, children are knowledgeable regarding safety, particularly in the event of a fire. The childminder has attended relevant training, including safeguarding, food hygiene and first-aid. As a result,

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provision

children are effectively safeguarded and children's welfare and safety are promoted well.

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provision

Documentation is well organised and readily available for inspection. The childminder has completed a thorough self-evaluation, reflecting on ways to improve the service that she provides. She has considered her strengths and areas of practice that she would like to develop further and is committed to attending training to support her achievement of this. The childminder has successfully addressed the recommendations raised at the last inspection, therefore promoting positive learning outcomes for children. For example, she has developed her observation and assessment process and successfully uses this information to plan next steps in children's learning. As a result, children are motivated and engaged in their learning. Partnerships with parents are well established. This ensures that children's development is effectively enhanced while meeting their needs and supporting smooth transitions to other settings and school. Written comments from

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provision

parents in their children's learning journey records demonstrate their satisfaction with the setting and the service they receive. They report that their children are making very good progress and comment that they are extremely satisfied. The childminder has a clear understanding of her responsibility to work in partnership with other childcare providers and professionals to enhance children's learning opportunities.

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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 315406 Local authority St. Helens Inspection number 819009 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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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