Childminder in St Helens

Inspection date 1 November 2018 Previous inspection date 13 November 2015

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n The childminder provides a warm, welcoming environment, which helps children to settle quickly. Children develop a close bond with the childminder and they are confident to approach her for reassurance and comfort. The childminder responds promptly when children require individual attention. n The childminder builds strong relationships with parents. She works closely with parents when children first start to discuss what children can already do at home and keeps them regularly informed of their children's progress. Parents comment positively about the detailed information provided in the daily diary. n The childminder regularly monitors children's development. She uses her observations and knowledge of how children like to learn to plan effectively for their next steps in learning. This helps them to make good progress from their starting points. n The childminder supports children's language development well. For example, she

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The provision is good

provides a commentary during routines and play and introduces appropriate vocabulary as she describes what they are doing.

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It is not yet outstanding because:

n The organisation of some resources makes it difficult for younger children to make choices about what they want to play with.

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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

n consider how best to organise resources to make it easier for younger children to make their own choices.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching, evaluated an activity with the childminder and discussed the impact on children's learning. n The inspector interacted with the children at various points during the inspection. n The inspector examined a sample of relevant documents and evidence of suitability of people living in the household. n The inspector discussed the children's learning and their progress with the childminder, including their next steps and children's interests. n The inspector had a tour of the childminder's home. She looked at the range of resources available for the children's use.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder can identify signs of potential abuse and explain the procedures to follow should she have any concerns. She completes robust assessments to minimise any risks to children's safety, which further supports her to keep them safe. The childminder evaluates her practice and seeks the views of parents when considering ways to improve her provision. She participates in childminding forums and meets with other childminders in the local area to share good practice. She works closely with the local authority early years adviser to update her skills and knowledge, which has a positive impact on children. For example, training in language development has supported the childminder to have a sharper focus on helping children to develop their language skills. The childminder has a good relationship with the local school and successfully shares information to support continuity of learning.

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Quality of teaching, learning and assessment is good

The experienced childminder plans a good range of activities that help to promote children's development in all areas of learning. Children enjoy exploring with their senses. For example, they watch and listen to the effect of pressing buttons on toys. When they investigate the contents of a bag, they touch and smell the objects as they manipulate them in their hands. The childminder helps children to gain greater control of their bodies. For example, she encourages younger children to stretch for toys that are placed just beyond their reach and supports them to join in simple action rhymes. The childminder actively participates in children's play, which helps them to remain engaged in good-quality learning experiences.

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Personal development, behaviour and welfare are good

The childminder has clear expectations and reinforces them during play and routines. For example, she models good manners to children as they share snacks and take turns in a game of peek-a-boo. The childminder helps children to gain an understanding of developing a healthy lifestyle. She encourages them to wash their hands before eating and offers healthy choices at snack time. The daily routine, includes opportunities for children to be active in the fresh air. The childminder makes good use of activities in the local community to enhance children's learning experiences and help them to learn about the world immediately beyond their own.

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Outcomes for children are good

Children make good rates of progress from their individual starting points. They develop the key skills they need to prepare them for their next stage of learning. For example, younger children have the confidence to explore their surroundings and develop their self-care skills, such as feeding themselves. Children have opportunities to develop early mathematical and literacy skills. For example, they enjoy exploring shape and mark- making activities.

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Setting details

Unique reference number 323085 Local authority St Helens Inspection number 10065959 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 10 Total number of places 6 Number of children on roll 5 Date of previous inspection 13 November 2015

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Registers

The childminder was registered in 1981 and lives in St. Helens. She operates all year round from 8am to 5.00pm, Monday to Friday, except for bank holidays and family holidays.

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Registers

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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Registers

procedures 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 . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

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Registers

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

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