Childminder in LiverpoolOfsted inspection, 10 Nov 2009

Inspection report for early years provision

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Unique reference number EY374419 Inspection date 10/11/2009 Inspector Jean Evelyn Thomas

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Type of setting Childminder 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 08456 404040, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

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Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 08456 404040 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder registered in 2008. She works with another childminder and an assistant. Both childminders have equal responsibility for the childminding practice. The service is registered to operate from the home address of the co-childminder. The extension to the premises is used for childminding and there is a fully enclosed garden for outside play. There is a pet dog at the setting and it is a non-smoking environment.

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Description of the childminding

When working alone the childminder is registered to care for a maximum of five children under eight years at any one time, no more than two of whom may be in the early years age range. When working with another childminder or an assistant she is registered to care for a maximum of six children at any one time, of whom all may be in the early years age range. She is currently minding nine children in this age group. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. Older children do not currently attend.

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Description of the childminding

The childminder takes children to local parks, libraries and other places of interest on a regular basis. She is a member of the National Childminding Association and receives support from the local authority. The childminder is qualified National Vocational Qualification (NVQ) level 3 in children's care, learning and development. The childminder's assistant is undertaking the same NVQ level 3 training.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

Children feel safe in the childminder's enabling environment where their welfare needs are fully safeguarded. The childminder and her co-workers have a thorough understanding of each child's routines and their family circumstances, achieving a good balance of consistent care and appropriate challenge. Partnerships with parents are secure, with an evolving involvement in their child's learning journey. The childminder has made significant improvements since she registered, including gaining an early years qualification, and demonstrates a positive attitude towards further development of her practice.

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further?

To further improve the early years provision the registered person should:

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further?

 build on current good practice by increasing opportunities for parents to become more involved in their child's learning journey  continue to develop the systems for self-evaluation to prioritise targets to bring about improvements to further promote outcomes for children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Keeping children safe is a high priority for the childminder and her co-workers. She has a secure understanding and knowledge of her responsibility to safeguard children and has relevant procedures in place to enable her to deal with any concerns in an appropriate way. She is uses regular risk assessments to identify and minimise any hazards to children. The childminder and her co-workers provide high levels of supervision and help children to develop an understanding of how to keep themselves safe. The required documentation for the safe management of the provision is maintained.

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the early years provision

The childminder uses the registered areas at the setting and the outdoor play area well to provide a welcoming learning environment. Children have easy access to a wide range of good quality toys that are attractively presented, encouraging children to self-select to promote skills of independence and develop active learning. The use of community facilities complements what is offered within the setting and provides further opportunities for children to mix with others and to raise their awareness of diversity within society. The childminder is committed to ensuring that she provides an inclusive service where all children and parents feel welcome. She promotes equality of opportunity; she does not stereotype play as all children have equal access to the full range of resources. The childminder helps children to value different aspects of their own and other people's lives through discussion, activities and a range of resources that reflect different cultures and

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the early years provision

disability. She understands that the personalised planning is directly linked to inclusive practice in ensuring individual children's learning and development needs are met.

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the early years provision

The childminder works closely with parents to ensure relevant information is exchanged in order to support children's individual needs and routines. Written and verbal comments from the parents regarding the childminding service are very positive. Information is provided for parents about the EYFS and their children's activities, for example, through their learning journal, photographs and displays of work. The children's individual learning journals, which record the observations, assessments and planning for the children's next steps in learning, evidence the progress children are making in the childminder's care. These records are shared with parents. Systems are in their infancy to involve parents in their child's observation, assessment and planning processes. The childminder ensures confidential information cannot be accessed by unauthorised persons as part of her safeguarding policy.

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the early years provision

The childminder and her co-workers work as an effective team and show a high level of commitment to improvement. She has successfully completed a recognised early years qualification and uses ongoing professional training to enhance her skills and knowledge in order to improve the outcomes for children. The childminder is part of an accredited quality assurance scheme. She uses self- evaluation to reflect upon her practice, although the processes do not clearly identify targeted actions to bring about further improvements to promote outcomes for children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children eagerly engage in their play in the stimulating, well maintained and caring environment. The childminder has a good working knowledge and understanding of the EYFS, which provides a firm foundation for children's learning. She acknowledges that there may always be better ways of doing things and regularly reflects on her practice as she refers to EYFS documentation to consolidate her learning. Appropriate next steps in learning for children's individual development are identified in order to provide appropriate challenges. Children are confident and enjoy positive relationships with the childminder and her co-workers and children's individual needs are clearly understood. This builds children's sense of security and belonging.

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and outcomes for children

In line with the principles of the EYFS, children enjoy exploring a wide range of play materials and benefit from the childminder's interaction with them. The emphasis is on following children's interests, which results in children developing high levels of concentration from an early age. The childminder responds to spontaneous situations to extend and consolidate children's learning. For example, as the children played in the home corner, she introduced a game to identify the healthy foods in the shopping basket. The children have learnt about healthy eating, which was initiated by the children as they asked questions in their play. This lead to children visiting the local shop and each child selecting and paying for their chosen piece of fruit. On return to the setting they prepared the fruit for their snack. The childminder fully understands that one activity can cover many aspects of learning. On display are the faces children have made from pictures of fruit cut

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and outcomes for children

out from magazines. The children's own work is fully respected, encouraging them to express their own ideas. Good opportunities are provided to promote children's creative development. They build up a repertoire of rhymes and explore a range of creative media, and re-enacting their own experiences through role play helps them make sense of the world.

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and outcomes for children

Children develop their numeracy and problem-solving skills as they play and assist in everyday tasks, such as helping set the table. The children calculate how many children are present and set the correct corresponding number of places. The children have a selection of interactive and computer toys which they enjoy exploring. The older children operate a laptop computer, identifying some of the numbers and letters on the keyboard. Developing these important skills has a positive impact for their future economic well-being. The childminder's enthusiasm encourages children to 'have a go' at trying to complete tasks themselves, which supports their positive attitude towards learning.

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and outcomes for children

The childminder and her co-workers present themselves good role models for children's behaviour. They show interest and respect in what they are saying and doing. In this environment, where praise is given and achievements are acknowledged, children's self-esteem and their understanding of acceptable behaviour are promoted. Children behave very well, showing consideration for others as they learn to play cooperatively together and share toys. All children This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 develop an understanding of how to keep themselves and others safe through their behaviour and actions. For example, they tidy away toys so that others do not trip over them.

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and outcomes for children

The children learn about the importance of healthy eating from the provision of nutritional and varied home-cooked meals and snacks, which include vegetables and fruit each day. The children are well protected from the risk of cross-infection through effective procedures and policies, such as the children having their own colour-coded eating and drinking utensils and hand towels. The childminder teaches children to deal with their own personal needs, such as use and disposal of tissues, independently. The childminder helps to develop children's understanding about the sustainability of the Earth's resources as they use recycled items in their play and craft work. Regular outdoor activities ensure that children benefit from energetic play activities, as part of a healthy lifestyle. They learn more about the natural world and their environment as they explore opportunities in the childminder's garden and visit the local parks. Safety issues are

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and outcomes for children

highlighted to encourage children to learn how to recognise and respond to risks and dangers. For example, children practise emergency evacuation procedures and learn to cross roads safely. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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