Childminder in Halton

Inspection date

Previous inspection date 10/09/2014 28/03/2012

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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

 Children are motivated to learn and interested in what they choose to do because the childminder successfully guides them, stimulating learning through play. This helps children develop their thinking and understanding.  Children make good progress in their learning and development, due to the childminder's secure knowledge of their individual needs and interests. She uses this to provide interesting and stimulating activities and outings which develop children's skills and knowledge.  The childminder builds positive relationships with parents, keeping them well informed and involved in their children's care and learning.  The safeguarding and welfare requirements are well understood by the childminder through clear policies and procedures which are embedded into the daily routine, to ensure children are kept safe.

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It is not yet outstanding because

 Children cannot always see what toys are available in boxes, so they have fewer opportunities to make independent choices.  Children have fewer opportunities in the outdoor environment to build on their natural curiosity, their interest of the living world, and their awareness of print and numbers.

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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 spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector undertook a joint observation with the childminder during the morning.

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Inspection activities

 The inspector looked at children's assessment records and planning documentation and a selection of policies and children's records. She also verified the childminder's training certificates and that suitability checks have been completed.

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Inspection activities

 The inspector took account of the childminder's self-evaluation and improvement plan and the views of parents.

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Information about the setting

The childminder was registered in 1998 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult child in Murdishaw, Runcorn. Most of the ground floor is used for childminding purposes. There is an enclosed garden for outdoor play. The childminder visits the local shops and park on a regular basis and collects children from the local schools and pre- schools. The childminder operates from 7.30am to 6pm, all year round, except bank holidays and family holidays. There is currently one child on roll in the early years age range. The childminder receives support from the local authority.

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

 strengthen opportunities for children so they have even more opportunities to choose their resources independently, for example, by helping them to identify what toys are inside each box

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

 extend and build on children's natural curiosity, for example, by providing a rich range of play opportunities in the outdoor area, which fosters children's interest in the natural living world, and their awareness of print and numbers.

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who attend

Children make good progress in their learning because the childminder has a good understanding of how children learn and develop. Her knowledge of child development ensures that children are supported in the appropriate manner, in order to successfully be ready for school when the times comes. The childminder has a good understanding of the prime and specific areas of learning and follows children's individual interests, which promote a unique experience. For example, communication and language skills are supported as the childminder reads a favourite book with the children. She uses words which describe what the child can see and asks questions to underpin their understanding of the activity. The childminder slightly adjusts her speech to allow younger children to fully take part, teaching them new words and language. As a result, children acquire the necessary skills for their next stage of learning.

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who attend

The childminder uses observations and assessments to inform her planning. She highlights the characteristics of effective learning, by encouraging children to be actively involved and concentrate for short periods of time. For example, when a child enquires about different objects, the childminder asks questions, such as 'What's that?' and 'Can you show me?', to encourage children and confirm their understanding. Children have many opportunities to engage in free play. The childminder plans adult-led activities in order to assess children's progress and extend their learning. Taking photographs of children engaged in activities helps the childminder inform parents of their child's day. The childminder uses initial conversations with parents and an 'All about me' form, at the start of the childminding contract, to find out about a child's development. This helps children to become settled quickly, ready for their learning. The childminder recognises when

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who attend

children are not making good progress and works with parents to narrow any gaps in their learning. Consequently, children learn vital skills in preparation for school.

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who attend

The childminder provides a warm and welcoming environment. The conservatory acts as the main playroom and children have opportunities to play in a spacious area. The childminder has good quality resources which cover the seven areas of learning and are stored in boxes. However, it is not always easy for children to see everything that is available in the boxes, so they have fewer opportunities to make independent choices. The childminder ensures that the environment is stimulating. There is direct access to the garden from the conservatory and children go outdoors daily for fresh air. The garden is equipped with resources which allow children to play freely. However, children have fewer opportunities to experience a richer environment outdoors. For example, opportunities for children to explore nature are not fully available. Print and numbers are not displayed in the outdoors to encourage early literacy skills, or promote children's recognition of

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

Children's well-being is promoted with the childminder because she promotes their self- esteem. The childminder gives lots of praise and reinforcement to young children, encouraging them to learn. Children have lovely cuddles on the childminder's lap if they feel sad, upset or need reassurance. She enables children to express their feelings in a safe way and supports them to understand their emotions. For example, the childminder asks children how they are feeling while looking through books together and talking about emotions. The childminder soothes children with her soft voice and has a nurturing manner with young children. Children behave well because the childminder works hard to promote positivity and quickly negates any negative actions. As a result, children learn how to manage their emotions in preparation for school.

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

The childminder promotes a healthy lifestyle with the children. They have opportunities to choose what they would like for snacks, and fresh fruit and water are available throughout the day. The childminder encourages mealtimes to be social occasions, where children sit down together with her and are supported in learning how to feed themselves. Young children are offered new opportunities to try out different flavours and textures to increase the range of foods that they eat. The childminder uses this time to praise and encourage younger children when learning how to use cutlery appropriately to become independent. The childminder works in partnerships with parents and respects their wishes, following care routines that reflect children's home lives. Nappy changing time is fun. The childminder takes the time to talk to children during this care routine to promote language development. This builds on children's emotional well-being to become independent.

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

The childminder takes children to local parks in her area. Children access large apparatus to build on their physical development and learn how to assess and manage risks safely. Children have opportunities to kick footballs, climb on frames, walk, slide and swing, which develops children's physical skills well. The childminder takes children to visit the local farm to explore the animals. This encourages children to nurture and learn about different types of animals. Written risk assessments highlight and identify hazards in the home and outdoor environment, which the childminder minimises with effective safety measures, ensuring children remain safe. The childminder makes sure children understand what procedure to follow in the event of a fire. Therefore, children are kept safe in the childminder's home as well as on visits to the local area. All these experiences help children to improve their understanding of safety.

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provision

Safeguarding is good. The childminder ensures that all unknown visitors who come into her home have their identification checked. She has all the required written policies and procedures in place and understands that any persons aged over 16 living in the home need to be appropriately checked for their suitability. She has a good understanding of the correct procedures to follow if she has concerns about the welfare of a child in her care. The childminder is aware of the procedures to notify Ofsted of any changes and she ensures that children are never left unsupervised. She has a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. As a result, children are kept safe from harm.

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provision

Overall, the childminder has a good understanding of her responsibility to implement the learning and development requirements of the Early Years Foundation Stage. The recommendations from her previous inspection have been effectively addressed. The childminder reflects on her practice. She evaluates her setting, and as a result, has prioritised her areas for improvement. The childminder attends training to enhance her professional development and seeks out relevant courses, which further her knowledge and understanding to improve learning outcomes for children. She receives support from a local authority quality adviser, which helps her to develop her practice. Therefore, the childminder constantly builds on opportunities to improve her childminding service.

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provision

The childminder understands how to contact support agencies if she feels additional help is needed for a child. When necessary, the childminder contacts other providers and schools to gather information about the children in her care, working professionally with them to ensure mutual support for the child. The childminder receives written feedback from parents on the service she provides. Parents praise her for the progress their children have made and positive feedback is given, such as 'My children have settled in well and are very happy'. The childminder is very conscientious and passionate about her work with children and is committed to maintaining a good quality learning environment for all.

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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 303356 Local authority Halton Inspection number 876699 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 1

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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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