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 Outstanding

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The provision is good

This well-qualified and experienced childminder and her assistant build secure attachments with the children in their care. This helps children to feel safe and secure. For example, babies new to walking teeter into the outstretched arms of the childminder. Children climb onto the knee of the assistant to share a book. Children are happy. Their emotional well-being is supported well. The childminder uses her knowledge of children and her skills in teaching to adapt the provision. For example, she plans changes to the learning environment to support children's physical development. Children pull themselves up to standing using the shelves that have been carefully positioned to help them. The childminder attaches puzzles to the wall to encourage children to remain standing. Children develop their core strength. This will help them as they learn to climb and balance.

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The provision is good

The childminder uses the good partnerships she has developed with the teaching staff at the local school, to help her to prepare children in readiness for school or pre-school. She plans her curriculum to give children opportunity to be independent. For example, children take off their shoes and put on their wellies. They competently use a small tap to fill watering cans. Children become increasingly self-sufficient. The childminder talks to children about sharing and turn taking. For example, she asks children to pass each other items as they play. As a result, children consider their friends, and they play together well.

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need to do better?

n Partnership with parents is good. The childminder gathers information about children's current development and uses this to plan children's next steps. In addition, she gives parents detailed information about how they can support children's learning at home. Parents say that, as a result, their children make progress. For example, they notice their children walk well on outings and they make progress with their speech. n The childminder is skilled at supporting children's learning. For example, she teaches children using items, such as leaves and flowers, that they collect when out on walks. The childminder encourages children to sort and to compare items, introducing conversations about number and size. This helps children to develop mathematical concepts and language. n The childminder plans her curriculum to include regular story times and music sessions. Children enjoy listening to stories. They repeat well known phrases in

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need to do better?

familiar books. Children develop their memory and recall skills. In addition, the childminder teaches children to follow a beat using instruments. This helps children to develop listening skills. n The childminder acknowledges children's achievements with regular praise throughout the day. For example, she says 'well done' or 'good job' as children

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need to do better?

8 May 2024 manage tasks. This helps children to feel good about themselves and builds their confidence. However, the childminder does not always label praise and reaffirm the golden rules of the setting. As a result, children do not always know what they have done well and do not persist with tasks. n Children have healthy meals and snacks. They are delighted to eat the produce they have grown in the garden. The childminder talks to children about foods that will make them strong and give them energy to play. In addition, she reminds children to follow good hygiene practices. For example, the childminder encourages children to rub soap between their fingers during handwashing. Children build their knowledge of healthy lifestyles and they develop good hygiene routines. n The childminder helps children to learn about road safety during trips. Children know to hold an adult's hand or the pushchair near busy roads. The childminder

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need to do better?

teaches children how to use a pedestrian crossing. Children learn that red tells the cars to stop and green tells the people to cross. They start to think about ways that they can keep themselves safe. n The childminder helps children to consider what makes them unique. Children thoroughly enjoy looking at photographs of their families. The childminder encourages children to discuss the people in the photographs and to talk about their families. As a result, children build their knowledge and understanding of differences and similarities in families. n The childminder and her assistant work well together. They communicate effectively, for example, to plan children's progress and targets. Children benefit from a consistent approach. In addition, the childminder uses observation to support improvements. However, the observations often focus on the activity rather than the teaching. As a result, feedback is not specific or targeted to

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need to do better?

supporting teaching or improving practice.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n help children to recognise their achievements, so they are supported to repeat skills and develop a 'can-do' attitude n strengthen feedback, so that it is precisely targeted on making improvements to teaching, to further improve outcomes for children attending.

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Setting details

Unique reference number EY498173 Local authority St Helens Inspection number 10335796 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 13 Date of previous inspection 27 June 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Haydock, St. Helens. The childminder holds qualified teacher status and her assistant holds an appropriate childcare qualification at level 3. The setting operates from 7.30am to 5.30pm, Monday to Thursday except for family holidays and bank holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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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 discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation with the childminder. 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

8 May 2024 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

8 May 2024 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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