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 Good

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The provision is good

Children are happy and excited to arrive at the childminder's home. They settle quickly and feel secure in this setting. This is due to the childminder working in partnership with parents to tailor children's settling-in sessions to meet their individual needs. Children go to the childminder for cuddles when they need a little reassurance. They respond well to routines and the childminder's clear boundaries and high expectations of them. She prepares children for changes in routine so that they cope well with leaving their play to have lunch. Children are safe in the childminder's home. For example, toddlers explore the environment freely, under her careful supervision.

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The provision is good

Children are learning to develop their communication and language skills. They confidently communicate their needs to the childminder. This prepares them well for the next stage in their learning, including school. The childminder has noticed that since the COVID-19 pandemic began, some children have struggled with sharing. She feels that this is because they have had fewer opportunities to socialise with other children. Children learn to share and take turns as they play with the childminder and each other.

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need to do better?

n The childminder has a good understanding of the curriculum. Children benefit from a wide range of exciting activities. They enjoy their learning and engage well, overall. For example, toddlers are fascinated as they complete simple jigsaw puzzles. Occasionally, some activities are not adapted to support all children's individual learning intentions. Consequently, at times, some children lose focus and become distracted. n The childminder gives children a variety of opportunities to engage within the wider community. For example, children develop their social skills as they make regular visits to the local playgroups. The childminder teaches children useful life skills. For instance, she takes them to visit the local market to choose and pay for food for their snack. They bring it back to the setting to prepare and eat together. n The childminder makes regular assessments of children's progress, which she

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need to do better?

shares with parents. She is ambitious for all children and all children make good progress in their learning and development. For example, children learn to take it in turns as they play games alongside each other. n Children's communication and language development is supported. The childminder repeats back what children say and models the correct pronunciation of words. However, children do not have regular access to books. Books are stored up high, which means that the younger children cannot access them independently. This prevents children from developing a real love for

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need to do better?

29 April 2022 books and hinders their literacy development. n The childminder supports children to learn about healthy lifestyles. She provides healthy home-cooked meals for the children. However, she does not always consider how she can support children effectively to learn about good hygiene practices. For instance, the childminder does not consistently encourage children to wash their hands before eating lunch. This does not help to reduce the potential spread of germs. n Children's behaviour is good. The childminder is a strong role model and clearly communicates expectations in age-appropriate ways. She consistently praises children for their good behaviour and achievements, which helps to support them to develop high levels of self-esteem and confidence. n Children's independence is promoted well and the childminder is always close by to offer any support needed. She sensitively supports children who are toilet

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need to do better?

training and gives encouragement and praise when they have a go on the toilet. This enables the children to feel a sense of pride and accomplishment. n Parents speak highly of the childminder. They comment on her being invaluable in helping to ensure that their child has a varied diet and is constantly trying new foods. A parent said, 'I would be lost without her.' Parents praise the childminder for providing a selection of activities and developing lasting relationships with children. Partnerships between home and the childminder enable parents to play an active part in children's learning and development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge and understanding of her role and responsibilities regarding how to keep children safe from harm. She is aware of the procedures to follow to report any concerns about the welfare of children. The childminder is aware of how to report any allegations made against herself or any other adult living in the home. She is trained in paediatric first aid and keeps this training up to date by attending annual updates. The childminder carries out regular checks of the indoor and outdoor environments and removes and hazards before the children use the space.

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should:

n refine the organisation of group activities to fully promote children's engagement and focus on learning n support children's understanding of personal hygiene to help them manage their own care needs n enable young children to freely access books to further support their literacy development and enjoyment and interest in books and stories.

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Setting details

Unique reference number EY443441 Local authority St Helens Inspection number 10219766 Type of provision Childminder

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Registers

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

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inspection

Total number of places 12 Number of children on roll 10 Date of previous inspection 11 August 2016

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Information about this early years setting

The childminder registered in 2012 and lives in Newton-le-Willows, Merseyside. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder occasionally works with an assistant.

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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 and the inspector had a learning walk together to discuss the childminder's intentions for children's learning. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

29 April 2022 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.

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Inspection activities

29 April 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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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