Childminder in Halton

Inspection date 29 November 2018 Previous inspection date 5 November 2014

p.1

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

p.1

This provision is good

n The childminder provides a warm, nurturing environment. She is sensitive to children's emotional needs and offers extra support where needed to help them to settle quickly. Children develop a close bond with the childminder and are comfortable approaching her for reassurance and cuddles. n The childminder works closely with parents. She meets with them when children first start to discuss children's starting points and keeps them regularly informed of children's progress. Parents comment positively about the daily information they receive and ideas to support their children's learning and development at home. n The childminder regularly monitors children's development. She uses the information she gathers to identify any gaps in their learning and plans effectively for their next steps, to help them to catch up. This supports children to make good progress from their starting points. n The childminder makes good use of the facilities in the local community to enhance

p.1

This provision is good

children's learning experiences. For example, children enjoy trips to woods, parks and toddler groups. This helps them to gain an understanding of the world immediately beyond their own. n On occasions, sharing information with other settings that children attend is not effective, this means that approaches to children's learning and development are not consistent. n The organisation of some resources makes it difficult for younger children to access them independently.

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

n promote further ways to share information with other settings that children attend, so that there is a more consistent approach to children's learning n provide further opportunities for younger children to access resources independently.

p.2

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 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 children's learning and 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 children's use.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a secure knowledge of the signs of potential abuse and the procedures to follow should she have any concerns. She completes assessments to minimise risks to children's safety, which helps her to further keep children safe. The childminder is proactive in continuing her professional development and works closely with the local authority early years team to access further training and qualifications. This has a positive impact on children. For example, since completing her foundation degree the childminder has a greater focus on children- initiated play. The childminder seeks the views of parents when considering ways to enhance her provision and has a clear action plan. For example, she plans to further develop her role-play resources.

p.3

Quality of teaching, learning and assessment is good

The childminder plans a good range of activities that help to promote children's development in all areas of learning. For example, children learn about colour and shape as they enjoy playing a matching game. Younger children use their senses to explore toys and books. Children develop their coordination and physical skills as they enthusiastically join in with action rhymes. The childminder uses books well to develop children's language and literacy skills. She encourages children to turn the pages of the book. She uses good intonation in her voice as she reads an animal themed story and introduces props to help to maintain children's attention as they listen. The childminder mimics animal sounds and children giggle as they mirror her. She uses words, such as 'stripey' and 'big' to describe the animals. She introduces positional language as older children excitedly look for toy animals to match the characters in the story.

p.3

Personal development, behaviour and welfare are good

The childminder has clear expectations and reinforces them during play and routines. For example, she praises children for using good manners and reminds them to share. The childminder helps children to learn about healthy lifestyles. For example, children confidently tell visitors they must wash their hands before eating. Children are served nutritious meals and have access to fresh water throughout the day. The daily routine includes opportunities for children to be active in the fresh air. The childminder plans activities to help children to learn about other communities in the world. For example, they explore Chinese new year.

p.3

Outcomes for children are good

Children make good rates of progress from their individual starting points and are well prepared for their next stage of learning. Children confidently explore their surroundings. Children have opportunities to develop early mathematical and literacy skills. For example, younger children enjoy exploring shapes and early mark-making activities. Older children practise counting and explore initial sounds in words. They have opportunities to develop self-care skills, such as feeding themselves and tidying up.

p.3

Setting details

Unique reference number EY433422 Local authority Halton Inspection number 10069358 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 7 Date of previous inspection 5 November 2014

p.4

Registers

The childminder registered in 2011 and lives in Runcorn, Cheshire. She operates Monday to Friday, from 8am until 6pm, all year round. The childminder has an early years qualification at level 5 and offers funded early education for two-, three- and four-year-old children.

p.4

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.

p.4

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.

p.4

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 .

p.5

Registers

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

Registers

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

p.5

Registers

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

p.5