Childminder in Halton

Overall effectiveness Good

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

p.1

The provision is good

The childminder and her assistants provide a safe environment with opportunities for purposeful play. It is designed to support children's next steps in learning or to help them practise new skills. Children happily select their own toys in the playroom or can rest in the lounge when they become tired. Children who find it easier to learn outside benefit from regular access to the garden. To enhance outdoor learning, a further area has been securely fenced to provide a wider range of outdoor learning opportunities.

p.2

The provision is good

Children, including those with special educational needs and/or disabilities (SEND), are provided with good support to enable them to take part in the activities provided. Children readily go to the childminder and her assistant for cuddles and reassurance. The childminder is skilful at interpreting what children need from their behaviour, especially for those who are unable to verbally communicate their needs. Where children require a change in routine to meet their needs, the childminder and her assistant are able to accommodate this. For example, individual children can be taken out for a walk.

p.2

The provision is good

Parents are currently not able to come into the childminder's home because of the COVID-19 restrictions. Children are greeted at the front door by the childminder and they happily come in to join their friends. The childminder provides parents with information on what their children are doing through discussions. She also shares photos and assessments with parents to keep them well informed.

p.2

need to do better?

n The childminder regularly assesses children's abilities and identifies what they need to learn next. She allows children to make their own choices and weaves their next steps in learning into their play. For many children, she is currently focusing on their mathematical knowledge and incorporating mathematical language into the activities she provides. The childminder has shared this with her assistants and they explain that they 'take the moments within the play' to reinforce what children need to learn next. The childminder also broadens children's knowledge by introducing new information. For example, children learn about China, following their recent celebration of Chinese New Year. n The care, education and support the childminder provides for children with SEND and their families is a real strength. The childminder identifies children who require a referral to other professionals for further assessments. She confidently

p.2

need to do better?

works as part of a multidisciplinary team and follows the advice of specialist services, such as the specific learning plans of the Portage service. The childminder has undertaken the required assessments to gain one-to-one support for some children, which means that additional help is in place before

p.2

need to do better?

10 February 2022 children start school. n The childminder works with two assistants; one on a full-time basis and one on a part-time basis. The assistants have warm relationships with the children. They work effectively alongside the childminder and understand what the children need to learn next. The childminder has worked with the assistants for less than a year. She is still developing the support and coaching she provides to build on their skills. n Children are well behaved and understand the simple rules and routines which help to keep everyone safe. Where children require extra support, this is promptly supplied by the childminder and her assistants. n The childminder has clear routines which promote a good understanding of hygiene and safety. Children know they need to wash their hands when they arrive and use their individual towels to stop any cross-contamination. Children confidently feed themselves at mealtimes, which are calm social occasions. The

p.2

need to do better?

childminder provides foods which are appropriately sized. She reminds children about sitting and chewing to limit the possibility of choking. Children are provided with fruit at snack times, and the childminder explains that she provides vegetables at mealtimes. However, on occasion, some children are provided with a lunch with no fruits or vegetables, for example pizza and processed potato shapes. This does not consistently support children to make healthy choices around food. n Parents are pleased with the range of activities the childminder provides and her caring attitude with the children. They say she is accommodating of their childcare needs. Parents of children with SEND feel fully supported, and they praise the childminder's implementation of individual education plans. Parents feel well informed. They are regularly provided with detailed information on their child's progress throughout their time with the childminder and specifically

p.3

need to do better?

following the progress check for children aged between two and three years.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistants have a clear understanding of their individual responsibility to keep children safe and understand what would constitute a safeguarding concern. They readily work as part of a multidisciplinary team to protect children and support the whole family. Appropriate suitability checks are carried out on assistants, as part of the recruitment process. The employment of assistants means children can have high levels of supervision. The childminder and her assistants have paediatric first-aid training. The childminder takes swift and appropriate action when children become ill.

p.3

should:

10 February 2022 n develop the feedback and range of training given to assistants to help them to improve their teaching skills even further n provide a healthy diet which consistently supports children to make healthy choices around food.

p.3

Setting details

Unique reference number EY489387 Local authority Halton Inspection number 10218129 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 18 Number of children on roll 15 Date of previous inspection 16 January 2017

p.5

Information about this early years setting

The childminder registered in 2015 and lives in Widnes, Cheshire. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 4 and often works with two assistants. She provides funded early education for two-, three- and four-year-old children.

p.5

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder showed the inspector the areas of the house and garden that are used for childminding. She discussed how the curriculum is planned and implemented. n The quality of teaching during activities and routines was observed by the inspector, who assessed the impact this has on children's learning. n The inspector had a discussion about an activity with the childminder. n The inspector had discussions with the childminder, one of her assistants and the children. She looked at relevant documentation, including the register and documents that establish the suitability of family members and assistants. n Parents shared their views of the setting through talking to the inspector and

p.6

Inspection activities

providing written testimonials. The inspector took account of all their views.

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

10 February 2022 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