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 have lovely relationships with the childminder and with each other. They clearly enjoy the time they spend at the setting. The organisation of the environment allows children to explore independently and make their own choices. This boosts children's self-esteem and helps them to feel confident and safe in their surroundings. The childminder is a good role model. She teaches children about the importance of sharing and turn taking from a very early age. This helps children to understand behaviour expectations and learn to regulate themselves. Consequently, young children behave very well and impressively begin to resolve their own conflicts.

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The provision is good

Children enjoy interactive story times. They explore a variety of props and listen carefully to the childminder's enthusiastic reading. The childminder uses a range of interesting and varied voice tones to help keep children engaged and motivated. Children show excitement and anticipate the phrases they are familiar with. They try hard to copy the actions and repeat keywords they can remember. This promotes children's literacy development and helps them to develop the listening skills needed for school.

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need to do better?

n The childminder has a good understanding of the things she wants children to learn. She plans an interesting curriculum and skilfully weaves children's next steps into their play. Close monitoring of children's development helps the childminder to swiftly identify and address any gaps in learning. Children make good progress and are well prepared for the next stage in their education. n The childminder demonstrates a good knowledge and understanding of how to support children with special educational needs and/or disabilities (SEND). She works closely with parents and outside agencies to implement support strategies. This ensures that children with SEND make progress from their individual starting points. n On the whole, the childminder works hard to promote children's communication and language development. She uses objects of reference and a visual timetable to support children's understanding. Children are encouraged to copy phrases

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need to do better?

they are familiar with, such as 'all gone' and everyday keywords. However, the childminder does not always model the correct pronunciation of words. This hinders children's emerging speaking skills. n Children demonstrate good physical skills for their age. They explore the outdoor area with confidence and ease. Children show a great degree of control and balance when playing football. They confidently use a variety of equipment, such as cars and slides. This supports children to develop good coordination and strengthens their large muscles.

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need to do better?

22 September 2022 n Children demonstrate good levels of persistence and motivation to learn. For instance, they try relentlessly to master the art of using tweezers to grip objects. Children demonstrate resilience and keep trying when, at first, they do not succeed. They are quickly developing important skills needed for later life. n Overall, the childminder promotes children's good health. She follows personal care routines and ensures she washes her own hands frequently. However, the childminder is not consistent when promoting handwashing with children. For instance, children wash their hands before some meals but not before others. This gives children mixed messages regarding good hygiene practices. n Partnership working with parents is lovely. The childminder shares information with parents each day and invites them in for meetings to plan children's next steps together. She uses information about children's likes and dislikes at home

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need to do better?

to inform her curriculum planning. This positive two-way-flow of information sharing provides continuity in children's care and learning and helps them to make good progress. n The childminder reflects on her provision and seeks the views of children and parents to help her improve. She accesses a wide range of training opportunities that help develop her knowledge and skills further. The childminder identifies her own training needs based on the needs of children she cares for. This helps her to tailor her teaching to support children's unique, individual needs.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure knowledge and understanding of how to protect children. She knows the signs and symptoms of abuse and the procedures for referring concerns. The childminder completes a varied range of safeguarding and child protection training to keep her knowledge up to date. She is alert to the indicators that a child or family may be at risk of being drawn into extreme behaviours. The childminder completes regular checks to ensure her setting is safe and secure.

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should:

n consistently model the correct pronunciation of words to support children's speaking skills even further n promote children's good hygiene procedures, such as handwashing, more consistently and teach them why this is important.

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Setting details

Unique reference number EY290540 Local authority St Helens Inspection number 10234849 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 6 Number of children on roll 11 Date of previous inspection 25 November 2016

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Information about this early years setting

The childminder registered in 2004 and lives in St.Helens. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 3.

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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 gave the inspector a tour of the setting and discussed how the curriculum is planned and implemented. n The inspector observed the quality of education, indoors and outdoors, and evaluated the impact on children's learning. n Discussions were held with the childminder and children at appropriate times throughout the inspection. Written feedback from parents was considered. n A leadership and management meeting was held with the childminder. Documentation relating to the suitability of people working on the premises was checked. The inspector looked at qualification certificates and paediatric first-aid certificates.

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Inspection activities

22 September 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

22 September 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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