Rowan, Karen Wade

Inspection date

Previous inspection date 26 June 2018 2 October 2014

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder provides an effective range of learning experiences for children based on their individual interests. For example, she creates a dinosaur world, complete with natural resources, such as bark and sticks for children to explore.  The childminder successfully completes regular observations and assessments to determine children's developmental stages. Children make good progress based on their age, needs and abilities.  The childminder prides herself in building lasting relationships with parents, providing flexible care and support for their children. Parents view the childminder as caring and supportive. Some families have attended this home setting for many years.  The childminder provides a balanced diet for children and promotes healthy eating with home-cooked meals.  The childminder provides a warm, welcoming and stimulating environment. Children are happy, confident and engaged in their learning experiences.

p.1

It is not yet outstanding because:

 The childminder does not always gather information from parents about their children's development when they first join the setting, to help her plan for children's learning from the start.  The childminder does not provide many opportunities for children to experience other cultures and beliefs beyond their own family backgrounds.

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 information gained from parents when children first join the setting, to better determine their individual starting points  offer further opportunities for children to develop a knowledge and understanding of different cultures and beliefs.

p.2

Inspection activities

 The inspector observed the quality of teaching and the impact this has children's development during activities, indoors and outdoors.  The inspector held discussions with the childminder and children at appropriate times during the inspection.  The inspector viewed relevant documents, such as evidence of safeguarding training and the childminder's paediatric first-aid certificate.  The inspector accompanied the childminder when collecting children from a local nursery.  The inspector viewed all areas of the property accessible to children.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of the signs and symptoms of varying types of abuse, and knows what to do if she has any concerns regarding the welfare of a child. She attends regular training to keep up to date with requirements. The childminder has a clear understanding of wider safeguarding issues. For example, she knows how to identify concerns and the risk involved when children use the internet. The childminder is enthusiastic in her professional development. She evaluates her practice well, identifying aspects of her teaching that she could improve. For example, having identified a lack of scientific activities in her provision, the childminder undertook relevant training to develop her knowledge further.

p.3

Quality of teaching, learning and assessment is good

The childminder has high expectations of what children can achieve. She provides challenging activities to encourage children's development, ensuring these are based around their individual next steps. For example, she sets up an imaginative role play shop, encouraging turn taking and counting. The childminder asks appropriate questions and successfully supports the characteristics of effective learning throughout play. She has a good understanding of how to develop children's schematic play patterns through effective planning, enabling children to repeat their actions and construct meaning in what they are doing.

p.3

Personal development, behaviour and welfare are good

The childminder is passionate in supporting children to become independent in managing their own basic needs and self-help skills in preparation for their next stages of learning. Children behave exceptionally well and understand what is expected of them, demonstrating clear boundaries. For example, young children are developing an awareness of why it is important to tidy up. The childminder actively promotes children's personal safety awareness, both within the home and when out of the setting. For example, she models road safety when walking to and from school, and teaches children about being safe in hot weather.

p.3

Outcomes for children are good

Children are making good progress in their learning and are working comfortably within the range of development typical for their age. The childminder works alongside other professionals to work in partnership when supporting children with identified learning needs. She weaves early mathematics and literacy skills throughout the activities she provides, to provide children with the skills they require to become ready for the move on to school.

p.3

Setting details

Unique reference number EY357830 Local authority Knowsley Inspection number 1104632 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 12 Total number of places 6 Number of children on roll 4

p.4

Name of registered person

Date of previous inspection 2 October 2014

p.4

Telephone number

The childminder registered in 2007 and lives in Prescot, Merseyside. She operates all year from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a National Vocational Qualification in Childcare and Education at level 3.

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 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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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