Childminder in Halton

Inspection date 22 November 2018 Previous inspection date 25 November 2014

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Effectiveness of leadership and management Requires improvement

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Quality of teaching, learning and assessment Requires improvement

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Personal development, behaviour and welfare Requires improvement

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Outcomes for children Requires improvement

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This is a provision that requires improvement

n The childminder does not take enough account of what children know, understand and can do when she plans activities. n The childminder often plays alongside children. However, she does not make full use of opportunities to model language that helps children to talk, in precise terms, about their activities. n The childminder asks children many questions, but her questions do not always help children to think and have their own ideas. n On occasion, the childminder does not make the most of opportunities to promote children's understanding of the importance of making healthy choices when they eat. n Plans to improve the provision are not clear enough to drive rapid improvement.

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It has the following strengths

n Children demonstrate that they feel secure in the company of the friendly, experienced childminder. They play happily and busily with the toys and resources that the childminder sets out before they arrive. n The childminder gathers information from parents about children's daily routines when they first attend her provision. This helps children to settle in quickly. Parents say that they feel well informed about children's progress and achievements. They praise the childminder's caring approach. n The childminder attends all mandatory training. For example, she makes sure that she holds a current qualification in paediatric first aid.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure that the planning of activities takes full account of what children need to learn next, so that children benefit from taking part and are challenged and supported to make good progress. 20/12/2019

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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 strengthen techniques for modelling language, so that children expand their vocabulary and learn to express themselves effectively n strengthen questioning techniques further, so that children have more opportunities to extend and deepen their knowledge and understanding n help children to further develop their understanding of how a healthy diet contributes to their good health n evaluate the provision more effectively so that planned actions drive sustained improvement.

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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 and 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 requires improvement

Safeguarding is effective. The childminder knows the procedure she must follow if she is concerned that a child may be at risk of harm. She takes account of information from the Local Safeguarding Children Board when she updates her policy for child protection. However, the childminder has not established a systematic approach to identifying the strengths and weaknesses of her provision. This means that she does not know clearly enough what to do to improve. The childminder establishes rules and routines that help her to keep children safe. For example, children stand patiently on the footpath until it is their turn to get into the car.

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Quality of teaching, learning and assessment requires improvement

Some of the childminder's spontaneous teaching is good. This is exemplified when children ask her to read books to them. Children listen with interest to familiar stories and this helps them to understand that printed words carry meaning. However, the childminder does not use the information she gains from observations of children's play effectively. She does not target her teaching precisely enough and children do not make good enough progress. The childminder joins in with children's self-initiated play. For example, the childminder and children work together to build a tower with interlocking bricks. Children fit the blocks together with increasing skill and this helps to promote their physical development. However, the childminder does not promote and extend children's communication and language skills well enough.

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Personal development, behaviour and welfare require improvement

The childminder has a general understanding of how children learn. She puts out toys for children to play with and they become engaged in self-chosen activities. The childminder interacts with children and asks them questions. However, her questions sometimes distract children from their exploration and do not encourage them to have their own ideas. The childminder understands the importance of children having healthy snacks and drinks. However, she does not promote children's understanding of how diet contributes towards their good health effectively enough. The childminder teaches children to take turns with toys. This helps to promote their self-control and they learn to play together.

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Outcomes for children require improvement

Weaknesses in teaching mean that children do not make good enough progress from their starting points. However, most children develop the basic skills and knowledge they need to start school. Children learn to say numbers in sequence during activities. For example, they join in when the childminder counts pieces of pasta. Children follow familiar routines. They invent role play that demonstrates their understanding of the world. For instance, they pretend to prepare food in the toy kitchen.

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Setting details

Unique reference number EY286710 Local authority Halton Inspection number 10059473 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 - 10 Total number of places 6 Number of children on roll 5 Date of previous inspection 25 November 2014

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The childminder registered in 2004 and lives in Widnes. She operates all year round, from 8am to 5.30pm, 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

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