Childminder in St Helens

Inspection date

Previous inspection date 27 March 2018 8 September 2014

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder uses some effective strategies to evaluate the quality of her setting. She is passionate about providing a quality provision for children.  The childminder works in a strong team with a co-childminder. She is a role model for the children and her behaviour is positive and respectful.  Children are confident to explore the environment. They form strong bonds with the childminder and feel safe and secure.  Children make typical progress from their starting points. They are developing the skills they need for the next stage in their learning.  Children's early writing skills are promoted well. For example, children learn how to form lines and circles during a mark-making activity.

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It is not yet outstanding because:

 The childminder does not yet share detailed information about children's learning when they move on to school.  Occasionally, the childminder does not fully focus on what children need to learn next.  At times, the childminder does not make the most of opportunities to fully include parents in children's learning and assessment.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 strengthen the way that information about children's learning is shared when they move on to school  plan activities more precisely and focus more sharply on what children need to learn next across all areas of learning  build on ways in which parents are involved in children's learning and assessment.

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Inspection activities

 The inspector spoke to available parents and took account of their views.  The inspector looked at a selection of policies, procedures and certificates and checked the suitability of persons living and working in the household.  The inspector jointly evaluated an activity with the childminder.  The inspector observed the quality of teaching indoors and assessed the impact on children's learning.  The inspector spoke to the childminder at appropriate times during the inspection.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a good understanding of the signs and symptoms of abuse. She knows the procedures to follow if she is concerned about the welfare of a child. The childminder's knowledge of wider safeguarding concerns is strong. For example, she understands the risks associated with children and families being drawn into extreme views and behaviours. The childminder works closely with her co-childminder. She also has weekly meetings with a network of other childminders to share good practice. Parents speak highly of the childminder and are happy with the quality of care provided.

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Quality of teaching, learning and assessment is good

Generally, the quality of teaching is good. Children have access to a range of resources which they can select independently. Children's communication skills are promoted well. For example, children use flash cards to identify the names of familiar animals. Furthermore, children learn about the sounds that the animals make. The childminder supports children's problem-solving skills. For example, she offers small-world toy animals for children to match to the flash cards. Children explore the textures of natural resources and learn new words to describe what they see and feel. Children develop their small- muscle skills as they build structures with building blocks of different sizes. Children practise their mathematical language when they count how many blocks they have used.

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Personal development, behaviour and welfare are good

Children know the daily routine very well. They demonstrate independence and practise self-care skills. For example, children tidy the setting with confidence before washing their hands for lunch. Children behave well and know what is expected. The childminder promotes the use of good manners, sharing and turn taking consistently. The childminder frequently takes children to visit the local community. They attend weekly playgroups, visit the park and explore the local wooded area. This helps to develop children's understanding of the wider world and promotes social skills. The childminder offers a gradual admission process. Children form strong attachments and settle quickly.

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Outcomes for children are good

Children are working at developmental levels appropriate for their age. The childminder regularly monitors children's progress. Any gaps in learning are swiftly identified and addressed. Children are self-motivated and eager to learn. They demonstrate good concentration skills and can lead their own play. Children learn that some marks have meaning during creative activities. For example, the childminder shows children letters from their name and how to link circles together to form a flower. Children enjoy singing songs that are familiar to them and giggle as they learn about the corresponding actions.

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Setting details

Unique reference number 315406 Local authority St. Helens Inspection number 1103659 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 6 Number of children on roll 7

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Name of registered person

Date of previous inspection 8 September 2014

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Telephone number

The childminder registered in 2000. The childminding provision operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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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.

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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.

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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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Telephone number

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Telephone number

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

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