Childminder in St Helens

Inspection date

Previous inspection date 23/09/2014 22/09/2009

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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 feel safe and secure as strong, emotional attachments are formed with the childminder. As a result, children are happy and enjoy their time with her because she provides a good range of stimulating play experiences.  Teaching is good because the childminder understands how to successfully promote children's development. Their communication and language skills in particular are well supported. Consequently, children make good progress in their learning.  Positive relationships with parents are effectively promoted. This is because the childminder uses a good range of communication tools to ensure parents are kept well- informed of their child's well-being and learning.  The childminder understands her role and responsibilities in meeting the safeguarding and welfare requirements. Therefore, children's safety is effectively promoted.

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It is not yet outstanding because

 Opportunities to develop children's sense of self and belonging are not fully maximised because pictures and images of children's learning activities and their families are not effectively displayed in a way that allows children to see, talk about and learn from these.

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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 designated playroom, kitchen and garden.

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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, observation and assessment records and parent's written comments recorded on questionnaires.

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Inspection activities

 The inspector checked evidence of suitability of the childminder and all household members and discussed the childminder's self-evaluation form provided during the inspection.

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Inspection activities

 The inspector looked at a selection of policies and records, including the safeguarding policy, risk assessments, medication records and attendance registers.

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Information about the setting

The childminder was registered in 1992 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children in Rainhill, an area of St.Helens. The whole of the ground floor, the bathroom on the first floor and the rear garden are used for childminding. She takes children to local parent and toddler groups, visits local parks, libraries and areas of interests, on a regular basis. The family have a pet dog. There are currently two children on roll, both of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 6.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays.

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

 extend opportunities for children to develop a stronger awareness of themselves and others, for example, by considering more effective ways to use displays showing images of children and their families, so that these are more easily accessible for children to see, discuss and learn from.

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who attend

The quality of teaching is good because the childminder has a secure knowledge of how children learn and develop within a stimulating learning environment. She understands the importance of working in close partnership with parents and gathers comprehensive information about children's starting points, interests and individual needs. This information helps the childminder to effectively support children's individual care and learning needs. The childminder understands fully the importance of observing children in order to build up a picture of their skills, abilities and characteristics of learning. Formal assessment records show the ongoing progress children make during their time in the provision. Children's learning files are shared with parents on a regular basis. These, alongside daily diaries, text messages and informal discussions, ensure that parents are kept well informed of their children's needs. Furthermore, parents are encouraged to add

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who attend

their own written comments about their children's development to these. Consequently, positive relationships are formed with parents and the childminder uses a range of communication tools to ensure they are kept well-informed of their child's well-being and learning. Furthermore, the childminder demonstrates her commitments towards working in close partnership with other professionals as necessary. For example, when children leave her provision, formal records are shared with schools in order to support the child's smooth transition into school. The childminder also demonstrates an understanding of the importance of working together with others if necessary, to ensure appropriate intervention strategies are implemented. As a result, the childminder ensures 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 understands her role in providing purposeful yet challenging play experiences for all children in her care. She analyses her observations of individual children to determine their current interests and stage of development, and then uses this knowledge to plan purposeful next steps. As a result, children's individual planning records detail the intended outcomes for their personalised play experiences. Furthermore, the childminder carries out responsive planning to ensure the interests of the youngest children are taken into account. For example, she follows their lead and seeks out different resources which support their current interest in exploring interactive resources. Children are developing an early awareness of mathematical concepts as the childminder counts objects or names colours during routine activities. She promotes personal, social and emotional development as children interact positively with her and each other.

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who attend

Children's participation in self-chosen play experiences reveals their interests and patterns of thinking. For example, older children enjoy playing with the range of small world figures as they use language to express themselves through meaningful play experiences. Younger children enjoy playing with various resources which stimulate their learning through exploration, using their senses.

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who attend

Children's communication and language skills are developing extremely well because the childminder uses a range of teaching strategies to promote their development in this area. For example, she provides a commentary as children are playing, this helps to support their level of understanding. She models language and provides children with lots of opportunities to use language during their play experiences. For example, the childminder names and points to objects which encourage children to think about and make connections in their learning. Adult-led activities provide children with opportunities to explore music and familiar nursery rhymes are song during the day. Children enjoy moving their bodies to music. The childminder knows the minded children very well and confidently talks about their characteristics of learning. For example, as children sing along to their favourite song, the childminder enhances the experience as she provides dressing

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who attend

up clothes and resources. The childminder knows which books stimulate children's interest and allows these to go home to empower parents to read together with their child. Consequently, children's learning at home is effectively promoted, and this builds their self-esteem and emotional well-being further.

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

Children are valued and well cared for in the warm, homely environment provided by the childminder. They form strong, emotional attachments with the childminder as she positively interacts with them. Flexible settling-in procedures actively promote the smooth move from home into the childminder's provision. Parents share details of home routines that the childminder adopts. Consequently, children settle well and form good relationships with the childminder, who is caring and considerate towards them. The childminder promotes an ongoing exchange of information with parents which helps keep them informed about their child's care routine and activities carried out. This helps to prepare children emotionally for their move onto nursery or school. Wall displays are used to show images of children's participation in play experiences and as a way of valuing children's families. However, these images are small and not placed at child height.

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

Therefore, opportunities for children to easily see these, talk about them and make connections between past and new experiences are not fully effective.

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

Children's self-esteem and emotional well-being is developing well as the childminder offers praise as she recognises the efforts and contributions they make during routines and play experiences. They behave well and respond well to gentle interactions and the examples set by the childminder. She places a high priority on promoting and reinforcing positive behaviour through appropriate use of language as she sets clear and consistent rules, such as tidying away resources when finished. The childminder provides a caring and responsive approach during her interactions with children. As a result, children are happy and show high levels of interest and curiosity as they eagerly explore the good range of resources available. They move with ease and confidence as they independently select their chosen toy from the good range of developmentally appropriate resources organised across the playroom. Accessible storage trolleys and resource boxes are filled

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

with stimulating, yet appropriate resources. Children are developing their range of self- help skills as they are encouraged to be independent and manage their own personal care needs, such as helping to put on their own shoes on before they go outside. The also childminder effectively supports children to manage their own level of risks by teaching them how to move safely. Furthermore, the childminder regularly takes children out to the local park, providing further opportunities for children to learn about safe practice, such as road safety. Consequently, children are developing good levels of personal, social and emotional development in order to prepare them 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 supports children's good health through regular access to physical play in the garden and during trips to local parks and other areas of interest. Children enjoy being outdoors as they access various resources which promote different aspects of their physical control and development. For example, children enjoy using different utensils as they fill and empty buckets of sand or climb into the tents and crawl through tunnels. Consequently, children enjoy active play and show good levels of confidence and skill as they move freely and explore their immediate surroundings. Growing vegetables and plants helps children learn about where different foods come from alongside raising their understanding of various aspects about the natural environment. The childminder provides healthy food options at snack time and discussions with parents help to raise their awareness in providing a healthy lunch for their children. As a result, children develop an

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

understanding of the importance of physical exercise and a healthy diet.

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provision

The childminder has a good knowledge of the safeguarding and welfare requirements, which enables her to effectively promote children's safety and well-being. A large number of regularly updated written policies and procedures reinforce the efficient and safe management of the childminding provision. The childminder has an appropriate safeguarding policy in place and it reflects the guidance set by the Local Safeguarding Children Board. She has a good knowledge of possible signs and symptoms of abuse or neglect and has a secure knowledge of the reporting procedures, should child protection concerns arise. This is because she attends relevant safeguarding training to ensure she can protect children and knows what to do should she need to pass on concerns of this manner. The childminder ensures that children's safety is promoted through the completion of safety checks of her home, garden and all outings undertaken. She supports

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provision

children's welfare by closely supervising them to minimise potential accidents. For example, she stands nearby as toddlers negotiate the steps leading into the house, offering praise as they accomplish the climb safely and successfully.

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provision

The childminder is fully committed to providing children with high quality care and education. She reflects on and evaluates her practice to achieve ongoing developments to her provision. Attendance at various training events and meetings with others means that she keeps herself updated with changes to early years practice. For example, she has reviewed policies and procedures following changes in legislation. She fully understands the learning and development requirements and ensures she is meeting her responsibilities across all areas. For example, she has reviewed formats to gather information from parents about children's existing abilities before they start. The childminder has a good knowledge of children's interests and abilities in order to provide stimulating and appropriate play experiences. Accurate assessments help to inform her planning to ensure children make good progress during their time in her care.

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provision

Consequently, children are happy and interested in the wide range of both child-led and child-initiated activities provided by the childminder.

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provision

The childminder has developed good relationships with parents. Meaningful information, provided through discussions and formal records, helps to ensure children's individual care and learning needs are fully met. Parents are made aware of the childminder's extensive range of policies as these are discussed during settling-in procedures. Furthermore, they are given a copy of pertinent policies, which enables them to revisit these if necessary. Systems are in place to provide parents with regular opportunities to view their child's observations and add additional comments if they wish. Parents views about the provision are sought through questionnaires, and written comments from parents are extremely complimentary about the care and attention provided by the childminder. Strong relationships with parents help provide continuity of care and a shared approach to promoting children's learning. The childminder demonstrates an understanding of the

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provision

importance of working in close partnership with other professionals as necessary. As a result, children are well-prepared for the next step in their learning, such as their move 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. 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 315380 Local authority St. Helens Inspection number 871985 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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