Childminder in Halton

Inspection date

Previous inspection date 25/09/2014 30/09/2010

p.1

early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

p.1

This provision requires improvement

 The childminder has adequate teaching skills and a reasonable understanding of the Early Years Foundation Stage. She plays alongside children to enhance their learning. Consequently, children make satisfactory progress.  Children form suitable attachments with the childminder because she has a warm and welcoming approach and talks with parents to find out about children's routines.  Children are generally prepared for their move to school because the childminder talks to them about what to expect.  Children are kept safe because the childminder has a sufficient understanding of child protection issues and carries out appropriate risk assessments to ensure her home environment is safe and secure.

p.1

It is not yet good because

 The childminder does not always provide children with consistently challenging activities that are fully matched to their learning needs. As a result, children do not make better than adequate progress.  The childminder does not consistently share information about children's achievements with parents. Consequently, parents are not sufficiently supported to continue children's learning at home.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector viewed the areas of the premises and garden used for childminding.  The inspector observed activities, and talked with the childminder.

p.2

Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members, and a range of other documentation, including the safeguarding procedures.

p.2

Inspection activities

 The inspector took account of the views of parents contained within the childminder's own feedback surveys.  The inspector reviewed the provider's self-evaluation form.

p.2

Information about the setting

The childminder was registered in 2010 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, who also works as her assistant on occasions. The main lounge and conservatory on the ground floor, bathroom on the first floor and the rear garden are used for childminding. The family has a dog as a pet. There are currently five children on roll, one of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 6am to 7pm, Monday to Friday, except bank holidays and family holidays.

p.3

must:

 ensure children are consistently provided with challenging activities that fully match their individual learning needs by using information collected from observations, assessments and from parents

p.3

must:

 ensure parents are consistently provided with information about children's achievements, to enable them to continue their children's learning at home.

p.3

who attend

Teaching is adequate so children make satisfactory progress in relation to their starting points. The childminder plays alongside children and generally extends their learning through questioning and talking about what they are doing. For example, as children attempt to post shapes into a shape sorter, she names the colours of the pieces. The childminder patiently encourages children by suggesting they try a different hole or by turning the shape. Young children bang toys together and the childminder comments on the noise it makes. The childminder talks about what they can see outside the window and encourages children to call the dog's name. Consequently, children are beginning to learn the names of things in their every day environment. As a result, children's communication skills are adequately supported during play. However, the childminder does not always plan activities that provide suitable level of challenge for individual children.

p.3

who attend

The childminder introduces mathematical language into children's play as she talks about shapes and she frequently counts as children play. For example, before children release a ball at the top of a spiral slope, the childminder anticipates the action by counting to three. Children delight in watching it roll to the bottom and they cheer as it arrives. Children have access to a range of books and there are some words and numbers displayed around the setting. The childminder names objects and tries to encourage children to repeat them. Consequently, children are beginning to understand that print has meaning.

p.3

who attend

The childminder collects basic information from parents as children start at the setting so she has a general understanding of their starting points. She observes children and highlights milestones in their learning and development as they progress. These assessments are collected along with annotated photographs, in individual learning journals. However, observations and assessments are not routinely shared with parents. Consequently, parents are not sufficiently supported to continue children's learning at home. Furthermore, the childminder does not consistently use this information to plan for children's next steps in learning and as a result, activities sometimes lack challenge or interest for younger children. As a result, children are only satisfactorily supported in moving on to the next stage of their learning, for example, school.

p.4

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

Children are happy and confident in the childminder's company. The childminder encourages them to play with the toys by playing alongside them and offering general praise. She adequately meets the needs of each child and recognises when children are feeling tired or need a nappy change. Children demonstrate their affection for the childminder as they hug her in excitement as they roll a ball down a spiral slope. As a result, children's emotional needs are well met because the childminder has built secure, responsive attachments with them. The childminder works closely with parents to meet children's care needs. She finds out about their likes and dislikes and incorporates this into her routines. Consequently, children benefit from a consistent, shared approach. The childminder's home is clean, well-maintained and organised, with toys stored on low units so that children can independently access them. As a result, children are beginning to be

p.4

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

Children are beginning to learn how to behave because the childminder is a suitable role model. She uses good manners when talking to the children and distracts them from areas that they shouldn't go to. The childminder reminds younger children how to keep themselves safe, for example, by explaining why they must not climb on the furniture. Children are given regular opportunities to access fresh air as they play in the garden or visit the local park. Outdoors, children can run about, or dig in the mud kitchen. As a result, they develop adequate physical skills and take age-appropriate risks. The childminder provides children with a range of fruit and vegetables each day and she encourages them to try new foods. She follows appropriate hygiene practices such as wiping hands before eating and consequently, children are beginning to develop healthy habits.

p.4

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

Older children are supported to become emotionally ready for school as the childminder talks to children about what to expect at school. Children frequently visit local schools with the childminder as she collects older children and consequently, younger children become familiar with the environment.

p.4

provision

The childminder has a suitable understanding of her responsibilities to ensure her practice meets the safeguarding and welfare requirements of the Early Years Foundation Stage. She attends safeguarding training and is aware of the importance of identifying and reporting concerns she may have about children in her care. The childminder conducts regular risk assessments of her home, garden and outings. The front door is kept locked and there are systems in place to monitor visitors to her home. Accidents are recorded and shared with parents and the childminder follows appropriate procedures to ensure medication is administered safely. The childminder has a current first-aid certificate. As a result, children are well safeguarded in the childminder's care.

p.5

provision

Since her last inspection, the childminder has improved the processes for observing and assessing children's achievements, and basic information is now collected to establish children's starting points. She has collected comments from parents in anticipation of this inspection and parent's feedback that their children are happy in the childminder's care. The childminder occasionally works with an assistant and has appropriate systems in place to monitor their performance.

p.5

provision

Partnerships with parents are satisfactory. The childminder uses a range of technology to keep parents informed about their children's care routines and activities they enjoy. However, she does not routinely share her observations or assessments of children's achievements with parents. As a result, parents are not fully involved in their child's learning. The childminder has sound links with the school where she collects children and she understands where to access appropriate interventions and support to ensure children's needs are adequately met.

p.5

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

p.5

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

p.6

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.

p.6

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.

p.7

Setting details

Unique reference number EY405524 Local authority Halton Inspection number 879518 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 5

p.7

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.

p.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.

p.7

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.

p.7

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.

p.8

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,

p.8

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’.

p.9

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.9