Childminder in St Helens

Inspection date 10 June 2019 Previous inspection date 14 March 2016

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3

Effectiveness of leadership and management Requires improvement

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3

Quality of teaching, learning and assessment Requires improvement

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3

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 use self-evaluation well enough. Plans to improve the provision are not clear enough to drive sustained improvement. n The childminder regularly observes activities. However, she does not accurately measure the quality of her assistants' teaching. This means that the childminder's supervision of her assistants is not fully effective and teaching does not improve rapidly enough. n The childminder and her assistants do not take enough account of what children know, understand and can do when they plan activities. n Sometimes, the childminder does not plan activities well enough to fully promote children's communication and language skills. In addition, there are occasions when the childminder's planning does not encourage children to follow their own interests.

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It has the following strengths

n The childminder takes effective steps to minimise risks to children's safety. This is demonstrated when she carefully fastens children into car seats before journeys. n Parents say that the childminder is 'friendly' and 'approachable'. They praise the support and advice that she offers. Parents say that the childminder gathers information about children's preferences and care routines. This helps new children to feel secure and they settle quickly. n The childminder regularly takes children on interesting outings. This helps them to learn about their local community and the wider world. For example, children visit the safari park and find out about the animals.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage the provider must: Due date implement an effective system for supervising assistants that promotes continuous improvement in the quality of their teaching 08/07/2019

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What the setting needs to do to improve further

ensure that the planning of activities takes full account of what individual children need to learn next so that children are challenged and supported to make good progress. 08/07/2019

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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 plan the indoor environment more effectively, to reduce distractions and help children to make sustained and rapid progress in learning to speak and listen n offer children rich opportunities to deepen their thinking and pursue their own ideas and interests when they play n use information gained from evaluation of the provision more effectively, to plan actions that drive sustained improvement in the quality of teaching and learning.

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What the setting needs to do to improve further

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 and her assistants' 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

The childminder is well qualified. She demonstrates commitment to improving her provision. However, she has not identified weaknesses in her systems for supervising assistants. The assistants do not know precisely enough what they need to do to improve. As a result, the quality of teaching is inconsistent and some teaching is weak. Safeguarding is effective. The childminder knows what she must do if she considers that a child is at risk of harm. Her assistants attend training that refreshes their knowledge and understanding of child protection matters. The childminder follows clear procedures for recruiting assistants. She keeps a written record of the vetting process that she follows.

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Quality of teaching, learning and assessment requires improvement

The childminder and her assistants make observations of children's learning and assess their progress. However, they do not differentiate their teaching effectively enough for children who are at different stages of development. This means that children are not challenged to make consistently good progress. That said, some basic teaching helps most children to make some progress. For example, children build with interlocking bricks. Older children demonstrate their imagination and build rockets. They begin to understand words about size and position. Younger children join the bricks together and this helps to promote their physical development.

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Personal development, behaviour and welfare require improvement

Relationships between the childminder, her assistants and the children are positive. The childminder models polite behaviour. Children copy her and learn to respect other people. For instance, they say 'please' and 'thank you' when they are offered food at snack time. The childminder demonstrates a general understanding of how children learn, and children have opportunities to play freely. However, sometimes, the childminder does not help children to pursue their own interests and deepen their thinking. For example, she sometimes does not offer children a wide enough choice of activities. Furthermore, there are occasions when distractions in the environment hinder conversation. As a consequence, children do not make consistently good progress in learning to listen and speak. The childminder and her assistants follow procedures that help to promote children's welfare. For example, they gather information about children's

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Personal development, behaviour and welfare require improvement

allergies to certain foods and cater for them safely.

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Outcomes for children require improvement

Weaknesses in teaching mean that children do not make good progress from their starting points. However, children develop the basic skills and knowledge they need to start school. They follow routines that help to promote their good health. For example, they wash their hands before they eat. Children develop independence. This is demonstrated when they ably stack their chairs after meals. Children know the words and actions to familiar songs. They enjoy listening to stories. Children develop self- control relative to their age and stage of development. For example, older children demonstrate good-natured tolerance when younger children disturb their game.

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Setting details

Unique reference number EY344305 Local authority St Helens Inspection number 10073800 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 - 11 Total number of places 24 Number of children on roll 19 Date of previous inspection 14 March 2016

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Registers

The childminder registered in 2006 and lives in St Helens. Her provision operates all year round, Monday to Friday from 7am to 6pm, except for bank holidays and family holidays. The childminder holds a qualification at level 3. She provides funded early education for two-, three- and four-year-old children. The childminder works with three assistants.

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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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Registers

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Registers

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