Childminder in St Helens

Inspection date

Previous inspection date 10/10/2014 08/02/2011

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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 demonstrate a strong sense of belonging and emotional well- being because positive relationships are established with the childminder.  The childminder has a secure knowledge of how children learn. Consequently, she uses good teaching strategies which ensure they are actively engaged in meaningful and stimulating play experiences. As a result, children make good progress.  Positive relationships between parents and the childminder are in place. As a result, they work in close partnership in order to promote children's individual care and learning needs.  The childminder fully understands her role and responsibilities in meeting the safeguarding and welfare requirements. She supervises children well and is aware of potential risks.

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It is not yet outstanding because

 Existing links with other settings, when the care of children is shared, are not fully embraced to ensure that relevant information is exchanged regularly in order to involve everyone in helping children make the best progress possible.

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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 activities carried out in the living room and the playroom.

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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 times.

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Inspection activities

 The inspector looked at children's learning files, which included observation and tracking records, planning records and parents' written comments.

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Inspection activities

 The inspector looked at a selection of policies and records, including risk assessments, the safeguarding policy and checked evidence of suitability checks of the childminder and household members.

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Information about the setting

The childminder was registered in 1997 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The whole of the ground floor, the bathroom on the first floor and the rear garden are used for childminding. She lives with her husband and one adult child in Newton-le-Willows, an area of St.Helens. The family has one pet cat. The childminder walks to drop off and collect children from a local school. She helps to run a parent and toddler group and takes children out to local parks, the library and areas of interest on a regular basis. There are currently two children on roll, one of whom is in the early years age group and children attend for a variety of sessions. The childminder operates all year round from 8am 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:

 strengthen ways to regularly share information with school, such as assessment records and planning, to help all those involved have a wider picture of children's abilities, so that they can make the best progress possible.

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who attend

The quality of teaching is good. This is because the childminder has a secure knowledge of how children learn and develop, which enables her to deliver good quality educational programmes. Close partnership with parents means that the childminder gathers comprehensive information about children's existing skills and abilities before they start. The childminder uses these formal records as a basis to assess children's initial development on entry into her provision. She observes children closely, which in turn helps her to determine their unique interests, learning styles and abilities. The childminder captures children's participation in various play experiences using photographic evidence which she then links to the seven areas of learning. The accurate and precise observations and ongoing assessments of children ensure that their individual needs are clearly identified. This information is then used to inform the planning of next steps, in order to

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who attend

ensure children make progress towards the early learning goals. Children's learning files are shared with parents at regular times and this exchange of information helps to keep them informed of the ongoing progress their children make. The childminder demonstrates a commitment in working in partnership with other settings, including schools, in order to positively promote children's continuity of care. For example, she prepares children for the move as she talks about routines and they become familiar with the environment as they accompany older children on the daily walk to and from school. Although, she has made contact with other settings, information sharing with school is not yet highly effective so that there is a shared knowledge about all aspects of children's emerging needs and abilities.

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who attend

Children's communication and language skills are developing well because the childminder uses a range of teaching strategies to promote their overall development in this area. For example, she models language, asks open-ended questions and supports children in taking turns as they speak. Consequently, children develop early conversational skills. Children enjoy interacting and responding to stories read by the childminder. For example, they enjoy using props and carrying out expressive actions as they share familiar stories together. Furthermore, the childminder varies her voice sounds to stimulate children's engagement in reading activities. Children learn many ways to use their language skills as they are confident in asking questions. The childminder responds appropriately as she provides genuine answers to these which helps to empower children's thinking skills. Children confidently talk about themselves and others as they point to the range of images

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who attend

displayed on the wall. Consequently, their language and development skills are promoted very well and these help to prepare them well for future learning.

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who attend

Children are developing an early understanding of mathematical skills because the childminder uses practical experiences and resources to promote their development in this area. For example, children predict calculations as they count out and pass round individual pieces of birthday cake during their pretend play. Furthermore, the childminder provides adult-led activities which help ensure that children who require further support in this area are appropriately challenged. For example, she positively supports children in counting through modelling the use of one-to-one correspondence during activities. Children are very creative and imaginative as they represent their own ideas, thoughts and feelings through interaction with the range of role-play resources offered. For example, they dress up as their favourite character and create simple representations of events, adapting their roles as they play cooperatively together. The childminder understands

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who attend

when to interact with children, as she initially assists with the costumes and then sensitively joins-in to enhance the learning through discussion. Consequently, good teaching strategies, together with appropriate intervention, match individual children's needs and help to ensure they make good progress in their learning.

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

Children are valued as individuals and well cared for in the warm, welcoming and stimulating learning environment provided by the childminder. Their emotional well-being is supported and nurtured because the childminder has formed positive and responsive relationships with them. Flexible settling-in procedures actively promote the smooth move from home into the childminder's provision. Detailed information obtained from parents before children start enables the childminder to complement the care routines carried out at home. Children clearly demonstrate their ease with each other and the childminder as they are confident to explore the environment and lead their own play as appropriate. Children show high levels of engagement during child-initiated play because the childminder provides appropriate resources based on her observations of current interests, skills and abilities. Therefore, children are actively involved in their self-chosen play and

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

demonstrate a strong sense of belonging within the childminder's provision. The childminder understands the importance of providing children with a wide range of experiences which help promote their physical skills. Regular trips to different parks and areas of interest provide opportunities for children to access play spaces and equipment where they run, climb, balance and move their bodies in various ways. Daily walks to and from school help to raise children's awareness and understanding of safety when out and about in the local community. Children learn hand to eye coordination as they explore a range of resources, such as mark-making tools and different utensils as they paint, bake and carry out various sticking and gluing activities. Additional creative play experiences, such as dance and exploration of musical instruments enables children to move their bodies to various sounds and rhythms. Children learn about the natural environment and

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

living things through participation in daily routines and adult-led activities. For example, the childminder collects leaves during the walk to school and plans to use these to enhance children's knowledge and understanding of nature. Furthermore, she plans adult- led activities where children grow and care for their own seeds, such as making individual grass heads. The childminder supports children's good health further through daily routines and a commitment to a healthy lifestyle. She provides healthy food options at snack time and discussions with parents help to raise their awareness in providing healthy lunch for their children. In addition, children are developing their range of self-help skills as they are encouraged to be independent as they access their water tumblers when thirsty.

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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 routinely offers praise in recognition of their efforts made during routines and play experiences. Furthermore, she understands her role in providing a supportive emotional environment where children begin to develop increasing levels of self-confidence and self- awareness. For example, she empowers children to exercise their own choice over the resources available and values their play as she sensitively joins in. The childminder promotes respectful behaviour using appropriate explanations as required. Consequently, children behave well because they learn what is acceptable and how to interact appropriately with each other. As a result, children's personal, social and emotional development is effectively fostered. This promotes children's enthusiasm and motivation for learning, which helps to ensure they are emotionally well prepared for their move onto

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provision

The childminder has a good level of knowledge and understanding of the safeguarding and welfare requirements. She has an appropriate safeguarding policy in place and it reflects the guidance set by the Local Safeguarding Children Board. The childminder attends relevant safeguarding training and therefore, understands her responsibilities and the reporting procedures to follow, should child protection concerns arise. Furthermore, she ensures that children's health and well-being is effectively promoted as relevant information is obtained from parents before their children start. The childminder ensures that children's safety is promoted through the completion of safety checks of her home, covering all areas used by children. She supports children's welfare by closely supervising them to minimise potential accidents.

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provision

The childminder fully understands the learning and development requirements of the Early Years Foundation Stage. She evaluates and monitors planning and assessment procedures to ensure that she has a secure knowledge of children's individual skills and abilities. Consequently, accurate assessments help to inform her planning to ensure children make good progress during their time in her care. The childminder shows an ongoing commitment to keeping abreast of updates to legislation through accessing relevant media and meeting regularly with others. Furthermore, attendance at various training events helps to ensure that her knowledge is kept updated. Parents and children are also involved in the evaluation of the childminder's provision. For example, the childminder takes into account the views of older children as they formally record their opinions of the activities provided. As a result, she uses this information to evaluate the range of activities offered

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provision

to older children, to ensure they remain motivated and interested in their play during their time in the childminder's provision.

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provision

Positive relationships with parents are well established. She maintains a two-way flow of communication with them through daily discussions and this helps to empower parents in extending their children's learning at home. Parents have regular opportunities to view their children's observations, assessment and planning records and they are encouraged to add additional comments to these. Furthermore, they are given a copy of pertinent policies, which enables them to revisit these as necessary. The childminder takes into account the views of parents through daily discussion and questionnaires. Written comments show that parents are very complimentary about the care and support provided by the childminder. She demonstrates an understanding of the importance of working in close partnership with parents and other professionals to ensure children are supported as appropriate. As a result, the childminder helps to ensure children are prepared well for the

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provision

next stage 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 323069 Local authority St. Helens Inspection number 872168 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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