Childminder EY283369

Inspection date 3 July 2019 Previous inspection date 7 August 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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This provision is good

n The childminder engages children in wide-ranging conversations. She gives children time to collect their thoughts and express their own ideas. She listens carefully to them before responding. This helps children to develop an enquiring approach to their learning and is a particular strength of the provision. n Parents describe the childminder as dedicated and hard working. They praise the friendly, fun environment that she offers. Parents comment that children become confident in the childminder's care. They say that she takes children on exciting outings and helps them to become involved in the local community. n Children eagerly participate in role play. For example, the childminder and children work together to create a pretend shop. Children demonstrate and extend what they know about exchanging money for what they want to buy. This helps them to count and use numbers for a purpose. n The childminder reflects on her practice and evaluates her provision. However, her

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This provision is good

evaluations do not fully examine the quality of her teaching and the impact that this has in order to help her maximise children's progress. n Children learn that printed symbols carry meaning. For example, they know that the warning sign in the safari-park brochure means that they must not feed the animals. However, on occasion, the childminder's planning does not encourage younger children to experiment when they practise their own early writing skills.

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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 make better use of what is known about the quality of teaching so that plans for improvement are sharply focused and lead to excellent outcomes for children n strengthen techniques for promoting early writing skills.

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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 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 seeks out training and advice that helps her to update her knowledge of local child protection arrangements. She knows the action she must take if she is concerned that a child is at risk of harm. The childminder works in partnership with other settings that children attend. For example, she shares information about children's progress and welfare. This helps to promote continuity in children's care and learning. The childminder identifies and takes effective steps to minimise hazards to children in her home. For instance, children, from a young age, know that they must not go into the kitchen by themselves. The childminder gives good priority to helping children learn how to stay safe.

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Quality of teaching, learning and assessment is good

The childminder knows children's interests and fully involves them in deciding what they will do each day, helping to promote children's involvement in rich play and learning. This is demonstrated when children ask to get out the box of animals and set up a small- world safari park. They talk with the childminder and carefully consider each animal. They make a group of animals that live in or next to water. Children develop a storyline that demonstrates their knowledge that the wolf might eat other animals. The game helps children to understand more about the world. The childminder reads books to children. She makes the stories exciting and funny. This helps children to discover that reading is pleasurable.

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Personal development, behaviour and welfare are good

The childminder is a calm and reassuring role model. She establishes consistent expectations for children's behaviour and they take notice of her instructions. For example, children patiently wait until the childminder has moved the slide away from the fence before they play on it. The childminder helps children to become independent. This is demonstrated when she teaches children rules for crossing the road safely. Children have plentiful opportunities to exercise outdoors. They practise skills, such as throwing a ball through a basketball hoop. This helps to promote their coordination and fitness. The childminder teaches children to make choices that contribute to their good health. For instance, children know why they must wear a hat when the weather is hot.

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Outcomes for children are good

Children make good progress. They acquire the skills, knowledge and attitudes to learning that prepare them well to start school. Children continually extend their vocabulary in the context of meaningful play. For example, they learn that the animals live in enclosures at the safari park and that the baby tigers are called cubs. Children are interested in books and handle them carefully. They begin to remember the sequence of events in familiar stories. Children read their own written name. Younger pre-school children begin to match written letters. For example, they notice the initial letter of their name on a street sign. This helps to promote their early reading. Children develop independence in using the toilet and know why they must wash their hands afterwards.

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Setting details

Unique reference number EY283369 Local authority St Helens Inspection number 10065961 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 3 - 10 Total number of places 6 Number of children on roll 10 Date of previous inspection 7 August 2015

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Registers

The childminder registered in 2004 and lives in Eccleston. Her provision operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder 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

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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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