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 very happy in the care of the experienced and nurturing childminder. They feel secure in the comforting routines the childminder has created. The childminder prioritises children's happiness and well-being. She knows each child very well and is able to quickly soothe them if they are upset and diffuse any potential conflict. As a result, children behave calmly and there is harmonious learning environment. Children show respect for each other, the childminder and her home. The childminder supports children to have a clear understanding of the rules which help to keep them safe. All children develop independence and a sense of responsibility. They tidy up together and take turns to safely wash the plates after meals. Children concentrate, try hard with tasks and know to ask for help when they need it.

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The provision is good

Overall, the childminder implements an ambitious curriculum that supports all children to make good progress in their learning and development. She takes children to places such as the library, ice-cream factory and safari park to ensure that they have an abundance of real-life experiences to learn from. The childminder cares deeply about children and their families. Children enjoy the time they spend with the childminder.

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need to do better?

n The childminder plans a broad curriculum that supports children's learning in all areas. She differentiates children's learning according to their age and stage of development. The childminder understands what children need to learn next. Furthermore, she plans activities based on children's interests to encourage their engagement in learning. As a result, all children make good progress from their individual starting points. n Overall, the childminder uses effective communication to extend children's thinking. For example, to encourage children's curiosity, she starts sentences with, 'I wonder what will happen if...' This helps to motivate children who are eager to explore and learn. However, the childminder does not consistently consider how best to introduce and encourage children to use new words during activities. This means that children do not always have the opportunity to develop and use an ambitious vocabulary.

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need to do better?

n The childminder uses assessment effectively to ensure that children make the best progress possible. She has thorough settling-in processes to establish what children already know and can do. The childminder tracks children's progress to tailor her support where children need it the most. Consequently, children's learning is sequenced effectively and they are well prepared for their eventual move to school. n The childminder enriches her curriculum with a wide range of experiences

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need to do better?

3 September 2024 outside her home. For example, at Chinese New Year, children visit a Chinese restaurant, see a dragon procession and try playing the drums. The childminder shows them how to sweep the floor to make a fresh start and sends them home with chocolate coins in a red envelope. Experiences such as these help children to learn about other cultures and appreciate diversity. n The childminder supports children's personal development effectively. For example, she explains to older children that younger children are trying hard and need more help to learn. The childminder helps children to make weekly donations to the local food bank. This helps them to develop their understanding of the world around them. As a result, children develop good character traits, such as empathy, understanding and consideration for other people. n The childminder works in partnership with others to support children. She works

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need to do better?

closely with teachers and local nurseries to help ensure that children have smooth transitions. The childminder regularly shares her assessments with parents, helping them to understand their child's progress and suggesting activities to support them at home. As a result, children receive the support they need to continue their learning in a consistent way. n The childminder is reflective about her practice. She is passionate about children's early years and undertakes regular professional development opportunities. Following training, the childminder makes detailed action plans for her setting. As a result, the childminder's practice is constantly evolving and improving to meet children's unique needs.

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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 provide consistent opportunities for children to hear, develop and use a wide vocabulary.

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Setting details

Unique reference number EY501824 Local authority St Helens Inspection number 10350860 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 5 Date of previous inspection 6 September 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Newton-le-Willows. She operates all year round from 8am to 5.30pm, Monday to Thursday. The childminder holds a childcare qualification at level 5. She provides funded care and 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 spoke to the inspector about how she organises her early years setting, including the aims and rationale for her curriculum. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The childminder and the inspector discussed how the curriculum is implemented and the impact that this has on children's learning. n The inspector spoke to several parents during the inspection and took account of their views.

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Inspection activities

3 September 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

3 September 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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