Janion, Jacqueline

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

p.1

The provision requires improvement

Teaching is not consistently good. Despite this, children gain the basic skills they need to help them be prepared for the next stage in their learning. In particular, the childminder does not make good use of effective methods to sustain children's listening and attention and to promote their speaking skills. The childminder provides some fun activities which children enjoy. She makes good use of regular outings, such as to the park and to toddler groups, to enhance the basic range of experiences provided in the childminding setting.

p.2

The provision requires improvement

Children are happy and settled. They benefit from relaxed relationships with the childminder and her co-childminder and approach them with ease to offer and receive cuddles. Children feel secure enough to move around freely in the safety of the co-childminder's home. She makes sure that premises are assessed for risks.

p.2

The provision requires improvement

The childminder manages most aspects of her provision for children safely. She communicates closely with her co-childminder to organise tasks and to ensure that all children's basic care needs are met. The childminder organises daily routines effectively and has high expectations for behaviour. Children know what is expected of them and they follow instructions well. They are keen to play with the toys on offer and are eager to try out different resources when the childminder introduces them.

p.2

need to do better?

n The childminder establishes friendly relationships with parents right from the start. This helps her to establish a two-way flow of information, which is needed to find out about and understand the individual needs of the children and their families. The childminder is flexible and supportive; for example she collects children from their home when this is beneficial for some parents and children. Additionally, she ensures the admission process is tailored to support the emotional well-being of each child and parent. Children settle well and the childminder has a clear understanding of individual their specific development needs and what she can do to support this. n The childminder promotes children's personal development well. She gives priority to promoting children's emotional well-being and to helping them feel relaxed and 'at home' in the childminding setting. Many children refer to her as 'nanny'. She builds their confidence and promotes some aspects of their

p.2

need to do better?

independence so that, by the time they start school, they are toilet trained and can manage their own personal hygiene. The childminder promotes positive relationships and helps children learn how to play and interact together. n Children take part in a sufficient range of different activities which promote their basic development. They demonstrate some interest in mathematics as they

p.2

need to do better?

12 September 2019 begin to name numbers and attempt to count the bricks as they build a tower. They demonstrate their physical skills as they connect the pieces. n Children comply with the childminder's high expectations for behaviour. For instance, they tidy away toys when activities are finished. However, the childminder does not consistently support children to develop independent attitudes to learning. Teaching is sometimes overly directive. This is demonstrated when, for example, the childminder provides a range of coloured balls with an aim to help children identify colours and use numbers for counting. She interrupts children's thinking and exploring when she asks too many direct questions, such as, 'What colour is this one?' n The childminder knows her key children well. She checks their development regularly and she knows that, in the main, they are making expected progress. She knows that developing children's speaking skills is a priority. The

p.2

need to do better?

childminder plans sufficient activities which promote different areas of children's learning. However, she does not give good enough attention to providing activities which build children's vocabulary and promote their listening skills. n The childminder has taken prompt and effective action to improve her knowledge of safeguarding matters, as was required following a recent compliance visit. She regularly completes training, but she does not always make good use of this to secure continuous improvement and enhance the quality of children's education. She seeks feedback from parents and this indicates their satisfaction. Parents comment that their children are happy to attend.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

This inspection was scheduled following recent concerns about safeguarding arrangements. The childminder has subsequently attended enhanced safeguarding training. She has significantly increased her awareness of child protection issues. She identifies potential indicators of abuse and she knows what to do in the event of different types of concern. The childminder assesses risk sufficiently. She has started the vetting process for a new household member. However, she is not taking prompt enough action to supply required details to Ofsted. At the time of this inspection, the childminder had put in place suitable arrangements to ensure the household member is not present when childminding takes place. As a result, there was no significant impact of this delay on minded children.

p.3

Due date

12 September 2019 provide Ofsted with the required information to ensure suitability and vetting checks on any person aged 16 or over, living on the premises, are carried out. 12/10/2019

p.3

should:

n develop further skills in the teaching of children's communication and language development, particularly their listening and attention and their speaking skills n reflect on and make better use of training and professional development opportunities to focus on improving the quality of education for children.

p.4

Setting details

Unique reference number EY462180 Local authority Halton Inspection number 10124051 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 to 6 Total number of places 6 Number of children on roll 5 Date of previous inspection 19 September 2016

p.5

Information about this early years setting

The childminder registered in 2013 and lives in Weston Point, Runcorn. She works with a co-childminder from the co-childminder's address, as well as from her own home. The childminder operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. She holds an appropriate early years qualification at level 3.

p.5

Inspection activities

n This inspection was carried out as a result of a risk assessment, following information received about the provision. The inspection took place at the home of the co-childminder and took account of the work of the childminder and her co-childminder as they worked together to care for the children. n Discussions were held with both the childminder and her co-childminder. The inspector spoke with each childminder about their key children and how their care and learning needs are met. n During the inspection, the childminder met children's care needs and carried out an activity which she had planned. The inspector observed and assessed the impact on children's learning and well-being. n The inspector discussed how the childminder checks and evaluates the quality of her own knowledge, skills and practice and how she uses the guidance of others to improve. n Relevant documentation was viewed, such as records of suitability, training and

p.6

Inspection activities

children's information. n The inspector spoke with the children and took account of the views of parents through the written feedback provided.

p.6

Inspection activities

We carried out this inspection 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.6

Inspection activities

12 September 2019 regulates and inspects to 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.6

Inspection activities

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.7

Inspection activities

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.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7