Childminder in St Helens

Inspection date

Previous inspection date 9 June 2015 3 September 2009

p.1

This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

p.1

This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

p.1

This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

p.1

This inspection: Good 2

The setting meets legal requirements for early years settings

p.1

This provision is good

 Effective partnerships with parents, other professionals involved with individual children and with other settings that the children attend, ensure good quality support for all children.  Children are particularly well supported to gain good communication, language and social skills. As a result, children have the ability and skills required to make progress when they move on to school.  The childminder effectively promotes children's self-esteem and confidence, which support them to feel emotionally secure.  The childminder has a good understanding of how to keep children safe. She closely supervises children and regularly attends training to keep her knowledge of child protection up to date.  The quality of teaching and learning are good. The childminder observes and assesses children as they play and plans challenging activities that engage and interest them.

p.1

It is not yet outstanding because:

 Children's learning from home is not always discussed with parents early enough when they first start. This lessens the speed with which the childminder is able to start planning experiences that build on from their prior learning.  The childminder does not always include the views of parents in the evaluation of her practice so that they are involved in the development of the provision.  The childminder does not make full use of ways to promote babies' and children's awareness of the cultures and beliefs of others, in order to support children's acceptance of difference.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 improve the speed and consistency with which learning from home is established when children first start, in order to ensure learning is always built from a clear knowledge of children's abilities  improve the ways practice is evaluated by seeking parents' views on a wider range of issues when identifying priorities for improvement  improve children's access to experiences for understanding the world, in order that they effectively learn that people have different views, cultures and beliefs that need to be treated with respect.

p.2

Inspection activities

 The inspector observed activities in the living room, kitchen and garden.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector carried out a joint observation with the childminder.  The inspector took account of the views of parents spoken to on the day of the inspection and those which were provided in writing.  The inspector looked at a range of documents, including verifying some qualifications, checking evidence of the suitability of household members and viewed the childminder's policies and procedures, and children's records.

p.2

who attend. This is good

Parents provide useful information about what their child knows and can do. The childminder does not always gather this information early enough to fully identify children's starting points. However, after children have settled the childminder gets, and effectively uses, ongoing information from parents and her own assessments to carefully track children's progress. This enables her to plan effectively and address any gaps in their learning quickly. Information about each child's interests at home is available before they start and on an ongoing basis. The childminder successfully uses this information to engage each child in learning. She plays alongside children and effectively supports their good development. Babies enjoy fun activities, such as playing in bubbly water. Children talk about some festivals and celebrations, for example, when they make cards for Mother's day and dragon puppets at Chinese New Year. There are also some books and

p.3

who attend. This is good

toy figures that reflect the wider diversity of today's world. However, children have less opportunity to recognise their similarities and differences to others, on a daily basis.

p.3

good

The childminder meets children's care and medical needs well using valuable information from parents. She works very closely with parents to meet any special dietary needs. Children learn about health and safety through routines and as they play. For example, they talk about healthy eating and how to use knives correctly while cutting up fruit for snack. They learn to cross roads safely on outings. Children develop well physically. Babies have ample space to crawl and older children play a range of outdoor games, such as golf and hopscotch. Children develop good hygiene practices and self-help skills from an early age. The childminder talks to babies about hygiene when wiping their noses and changing nappies. She praises babies when they attempt to wipe their own mouths and hands after lunch. Children enjoy a warm relationship with the childminder. She places their photographs above their coat pegs, which provides them with a sense of belonging.

p.3

good

Children behave well and develop confidence as they regularly socialise with others at the library rhyme sessions and at toddler group. They learn how to play alongside others in group situations. As a result, children are emotionally well prepared for the next stage in their learning, such as nursery or school.

p.3

provision is good

The childminder understands and meets the requirements of the Early Years Foundation Stage. Since the last inspection she has continued to maintain improvement. She reflects on her practice and is open to the views of parents, although, does not actively seek their opinions on a wide range of issues. She regularly attends training and meets with other childminders to share knowledge and discuss childcare issues. She uses what she learns to continually improve her practice. Following training in nutrition, she closely checks food labels to ensure children's diet is balanced. She works closely with the local schools to prepare and support children well for their next stage in learning.

p.3

Setting details

Unique reference number 500669 Local authority St. Helens Inspection number 869095 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

p.4

Name of provider

Date of previous inspection 3 September 2009

p.4

Telephone number

The childminder was registered in 2000 and lives in Rainford, Merseyside. She operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays.

p.4

Telephone number

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.4

Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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, safeguarding and child protection.

p.4

Telephone number

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.5

Telephone number

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

p.5