Childminder in Halton

Inspection date

Previous inspection date 25/11/2014 16/04/2012

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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 do because the childminder successfully guides them, initiating 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 understood and well demonstrated 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 to see printed words and numerals in the outdoor area to consolidate their early literacy and mathematical skills and extend their knowledge further.

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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 activities in the main playrooms and outdoor area.

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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, planning documentation and a selection of policies and children's records.  The inspector took account of the provider's self-evaluation and improvement plan.

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Inspection activities

 The inspector checked evidence of the suitability and the qualifications of the childminder.

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Information about the setting

The childminder was registered in 2004 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two adult sons in Widnes, Cheshire. The whole of the ground floor is used for childminding and the bathroom on the first floor. There is an enclosed garden for outdoor play. The childminder visits the local shops on a regular basis and collects children from the local schools and pre-schools. The provision operates Monday to Friday, from 8am until 5.30pm, all year round, except bank holidays and family holidays. There are three children on roll. The childminder is a member of the Professional Association for Childcare and Early Years and receives support from the local authority.

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

 increase opportunities for children 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 the educational programme for literacy and numeracy even further, for example, by enhancing the outdoor environment with different types of print, such as signs, posters and labels, so that children can learn about words as they play and investigate outside.

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who attend

Children make good progress because the childminder has a strong 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. The childminder has a good understanding of the prime and specific areas of learning and follows children's individual interests, which promotes a unique experience. For example, language and communication skills are supported as the childminder demonstrates how to make shapes with pasta. She uses words that describe what the children 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 make good progress in their 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 children's day. The childminder uses initial conversations with parents, at the start of the childminding contract, to find out about children's development. This helps children to become settled quickly, ready for their learning. The childminder recognises when children are not making

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who attend

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 children have opportunities to play in spacious areas. 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 tubs, so they have fewer opportunities to make independent choices. The childminder shares books with parents so that children can continue their learning at home. She carefully plans the areas children use, to provide a rich environment for learning. There is direct access to the garden from the dining area and children go outdoors daily for fresh air. The garden is equipped with resources, which allow children to play freely and explore numbers. This promotes children's physical skills and their recognition of numerals. However, there are fewer opportunities in the outdoor area for children to see print in the outdoors, to consolidate

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who attend

their early literacy and numeracy skills. Children have opportunities to develop their physical skills through using wheeled toys and balls and by going for walks to the local park. This promotes children's physical skills and their understanding of the natural environment.

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

Children's well-being is given a high priority because the childminder promotes their self- esteem. The childminder gives lots of praise and reinforcement with young children, encouraging them to learn. Children have lovely cuddles on the childminder's lap if they feel sad, upset or need reassurance. The childminder 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. Children have opportunities to choose what they would like for meals and 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 to learn how to feed themselves. 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 partnership with parents and respects their wishes, following care routines that reflect children's home lives. Nappy changing time is fun, as 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 and encourages them 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 the local park. Children access large apparatus to build on their physical development. They have opportunities to climb on the climbing frames, walk, slide and swing, which help to develop their physical skills. The childminder takes children to visit the local farm to feed the animals. They learn about different types of animals and bugs in their natural habitat. The childminder gives children opportunities to take small risks when playing. This helps children to improve their understanding of safety. The childminder demonstrates how to safely cross roads and children hold on to a pushchair when out walking. Written risk assessments highlight and identify hazards in the home and outdoor environment, 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.

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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 and first aid. As a result, children are

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provision

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 successfully addressed the recommendations raised at the last inspection, showing she considers her strengths and the areas of practice that she would like to develop further and acts on these. The risk assessments undertaken are robust and identify all hazards in the setting and for outings. The observation and assessment are clearly linked to planning the next steps for each individual child. As a result, children's learning is more accurately planned and the childminder has completed a thorough self-evaluation, reflecting on ways to improve the service that she provides. Partnerships with parents are well established. This ensures that children's development is effectively enhanced while meeting their needs and supporting a smooth move to other settings and school. Written comments from parents demonstrate their satisfaction with the setting and the service they receive. They

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provision

report that their children are very happy 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 EY286710 Local authority Halton Inspection number 877732 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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