Childminder in Halton

Inspection date 20 November 2018 Previous inspection date 30 May 2014

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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 Children arrive at the childminder's house happy and ready to play. They demonstrate that they feel secure in the company of the childminder and each other. The childminder knows children well. She sets out toys and activities that quickly absorb their attention. n Parents praise the friendly experienced childminder. They say that children grow into confident individuals in her care. Parents and the childminder share information that helps to promote children's welfare. For example, the childminder makes sure that the food and drink she provides is safe for children who have allergies. n The childminder makes careful observations of children's learning and accurately assesses what they know, understand and can do. This helps her to identify next steps for children's learning that challenge them and help to promote their good progress. n Children learn to understand the world. This is exemplified when they play with small-

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The provision is good

world vehicles. The childminder helps children to remember journeys they have been on and talks with them about the vehicles they travelled in.

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It is not yet outstanding because:

n On occasion, the childminder does not make sure that the environment supports children's learning as well as possible. For example, children are sometimes distracted from conversations and activities by background noise.

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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 organise the indoor environment more effectively to reduce distractions and maintain children's attention on their learning.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during daily routines and activities. She discussed a planned activity with the childminder. She assessed the impact that interactions and activities have on children's learning. n The inspector looked at relevant documentation, such as evidence of the childminder's suitability to work with children. n The inspector took account of the views of parents and carers.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder attends training that refreshes her knowledge of child protection matters. She knows what to do if she is concerned that a child may be at risk of harm. The childminder reviews and improves her practice. She takes account of support and advice. For example, following the last inspection the childminder thought about the questions she asks children. She now gives them more time to respond and asks more questions that encourage children to have their own ideas. The childminder takes effective steps to minimise hazards to children in her home. For example, she makes sure that the safety gate is closed before she uses the cooker.

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Quality of teaching, learning and assessment is good

The childminder takes account of what children are ready to learn next when she plans activities. For instance, she wants children to play percussion instruments in time to familiar songs. She names each of the instruments and this helps to expand children's vocabulary. Children concentrate hard as they use their hands and fingers to make sounds with cymbals and castanets. This helps to promote their physical development really well. The childminder paces her singing carefully and this helps children to join in with increasing confidence. She skilfully teaches children to notice and follow the rhythm. For example, she moves her head from side to side in time to Hickory Dickory Dock.

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Personal development, behaviour and welfare are good

The childminder is a cheerful, positive role model. She encourages children to be helpful to other people. This is demonstrated when she praises children who join in with helping her to tidy away toys. The childminder establishes consistent routines. This helps children to understand the expectations for their behaviour. For instance, children know that sitting on a cushion means the activity is a group one, led by the childminder. At other times, they can move around freely and make their own decisions about what to do. The childminder teaches children to make choices that promote their good health. For example, they know why they must wash their hands before they eat.

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Outcomes for children are good

Children are eager learners who make good progress. They acquire the skills, knowledge and attitudes to learning that prepare them well to start school. Children develop self- control relative to their age and stage of development. They begin to understand that their actions affect other people. Children count and use numbers. They sing number songs that help them to understand that the number changes when something is added or taken away. Children identify different farm animals and know the sounds that they make. Older children recognise their written names and begin to write them. They find their own coats and put them on.

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Setting details

Unique reference number EY390536 Local authority Halton Inspection number 10068889 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 1 - 8 Total number of places 6 Number of children on roll 11 Date of previous inspection 30 May 2014

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Registers

The childminder registered in 2009 and lives in Runcorn, Cheshire. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 2. She provides funded early education for two-, three- and four-year-old children.

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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

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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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