Childminder in St Helens

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

Children form very close bonds with the childminder. They show that they feel safe and secure. For example, babies who are new to the setting adjust quickly. They show genuine affection for the childminder and appreciate the cuddles she offers. All children behave well. They show kindness to each other, demonstrated when they share the toys and resources.

p.2

The provision is good

The highly qualified childminder gets to know children and families very well. She has high expectations for every child. The childminder shows determination to help children to succeed in all that they do. For example, she accompanies children with their parents during external physiotherapy sessions. This helps the childminder to use effective strategies to support children's physical skills. The childminder works well in close partnership with parents to provide consistency in children's learning.

p.2

The provision is good

The childminder assesses children's current level of development accurately. Her well-designed curriculum offers children a good range of interesting activities. This helps children to build knowledge and skills across different areas of learning. Overall, the childminder supports funded children and those with special educational needs and/or disabilities (SEND) well. However, she has not fully recognised ways in which she can help all children to make the best possible progress.

p.2

need to do better?

n The childminder is a good teacher. She continually enhances her skills to help her to support children's learning. For example, she accesses specific training, such as for sign language. The childminder signs words to communicate with children. She also uses her own clear speaking. Young children and those with speech and language delays learn to sign words in response. They let the childminder know what they want to do. For example, they sign the word 'toast' when they want a snack. Overall, this helps children to build on their early communication skills effectively. n On the whole, the childminder works well in partnerships with other agencies. She regularly meets with some professionals to support children with SEND. However, the childminder is not swift enough in sharing her in-depth assessments with all professionals about what these children need to learn next. She has not fully recognised where children with SEND can access even more

p.2

need to do better?

professional support. This does not help her to provide first-rate intervention for speech and language delays at the earliest opportunity. n Children are curious and inquisitive. They eagerly engage in activities and use their senses to investigate different textures. For instance, babies giggle as the childminder uses a feather to tickle their cheek. They are in awe as they explore

p.2

need to do better?

5 December 2019 the softness of the strands and enjoy how it feels on their delicate skin. Two- year-old children use glittery pipe cleaners during Christmas craft activities. They practise saying new words, such as 'prickly'. This helps them to build new vocabulary, supporting their early speaking skills effectively. The childminder fully includes children with SEND in the activities that she plans. For instance, children enjoy sitting in a tray filled with flour. They use their hands and fingers to pinch the flour, create marks and make patterns. This helps children to build their smaller muscles, supporting early writing skills effectively. n The childminder weaves mathematics through activities well. For instance, children thoroughly enjoy decorating a small Christmas tree. They distinguish between big and small baubles successfully. Children name shapes, such as 'star'. The childminder helps to extend children's mathematical language further.

p.2

need to do better?

For example, she introduces new vocabulary, such as 'on the top' and 'at the bottom'. Children practise these phrases with confidence when they hang decorations on the tree. They show good mathematical skills for their age. n The childminder promotes healthy lifestyles well. For example, she provides children with a range of nutritious home-cooked meals. The childminder encourages them to try new tastes through a variety of foods. Children follow good hygiene routines. For instance, they wash their hands independently before eating and after outdoor play. n The childminder provides interesting experiences for children. For example, she takes them on outings to the safari park, messy-play sessions and the library. This helps children to meet a range of different people and learn about the wider world.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure knowledge of child protection. She knows the procedures to follow should she have a concern about the welfare of a child in her care. The childminder has accessed recent safeguarding training. This has helped her to strengthen her knowledge and skills about safeguarding matters. For example, the childminder now knows how to recognise signs of domestic abuse, substance misuse and mental ill-health. She is confident to swiftly respond to any safeguarding concerns if required. The childminder helps children to learn how to keep themselves safe. For example, children help to tidy away resources between activities. They learn to prevent trip hazards.

p.3

should:

n share more swiftly the in-depth information gathered about what children with SEND need to learn next to help them make the best possible progress.

p.3

Setting details

Unique reference number EY549166 Local authority St Helens Inspection number 10126870 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 to 10 Total number of places 6 Number of children on roll 6 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Ashton-in-Makerfield, Wigan. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds qualified teacher status. She provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The childminder discussed with the inspector how she designs and organises the curriculum for the children in her care. n The inspector and the childminder completed a joint observation together. n Children and the childminder spoke to the inspector at appropriate times during the inspection. n Parents' views were considered by the inspector through discussions and from written feedback they had provided. n The inspector checked evidence of the childminder's suitability and her qualifications.

p.4

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.4

Inspection activities

5 December 2019 5 December 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.4

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.6

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.6

Inspection activities

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

p.6

Inspection activities

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

p.6