Childminder in Sefton

Inspection report for early years provision

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Unique reference number 310739 Inspection date 09/09/2009 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 register in 1995. She lives three children aged 10, 14 and over 16 years in Litherland, a residential suburb of Liverpool, close to shops, parks, school and public transport links. The whole of the ground floor of the childminders home is used for childminding. The toilet facilities are situated on the first floor level. The family have no pets and it is a non smoking environment.

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Description of the childminding

The childminder is registered to care for a maximum of five children under eight years at any one time, no more than three of which may be in the early years age range. She is currently minding four children in this age group. She also offers care to children aged over five years to 11 years. The childminder is registered by Ofsted on Early Years Register, the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder walks to local schools and nursery to take and collect children. 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.

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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

The professional, enthusiastic childminder provides security and supportive setting where the welfare and learning needs of individual children are the central focus. Children make excellent progress towards the early learning goals in the highly stimulating and challenging environment where fun and self-motivation are strongly promoted. Overall the partnerships with parents and others providing the Early Years Foundation Stage (EYFS) to the minded children are a key strength and are significant in making sure that the needs of all children are met. The rigorous self-evaluation of the service makes sure that the priorities for improvement are identified and acted on. The effective organisation of most aspects of the service contributes to the children's safety and well-being, although there is an omission in the availability of the legal documentation.

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further?

To fully meet the specific requirements of the EYFS, the registered person must:

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further?

 ensure that all records relating to childminding activities are readily accessible and available for inspection at all times, with particular reference to the medical records (Documentation). 23/09/2009

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further?

To further improve the early years provision the registered person should: This inspection was carried out under sections 49 and 50 of the Childcare Act 2006  improve the links with all settings delivering the Early Years Foundation Stage to the minded children.

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the early years provision

The childminder has a good knowledge and understanding of safeguarding issues, she keeps up to date with current legislation. She is very aware of the action to take and whom to contact should she have concerns about a child's well being.

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the early years provision

The childminder is highly committed to providing the very best quality of care and learning opportunities for children. Her energy, enthusiasm and strong principled educational vision help her to achieve exceptionally high standards. She rigorously researches issues to find the best possible solution and reflects critically on her practice. Key areas for improvement are identified in her self-evaluation document. Since the last inspection, the childminder has met the recommendations raised. As recommended the childminder pursued the training relating to the childcare framework at that time. She valued the content of that particular training and continues to apply many of the principles within the current EYFS framework. For example, emphasis is placed on providing activities for children to learn through using their senses. The childminder is an active member of her local childminder group and values this involvement with other childcare practitioners to as a means

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the early years provision

The childminder's organisation is focused on the needs of individual children and creates a very friendly, welcoming environment where children are at the heart of everything that happens. Photographs and inspiring displays of children's art work are hung all around the setting, both indoors and in the outdoor play area. In the garden area where children have grown their own plants, their art work depicting the growth of the plants has been laminated and is displayed on the fence. The childminder considers the sustainability of the earth's resources in her practice and raises children's understanding of careful use of these materials. She makes imaginative and effective use of recycled items; for example, the children use recycled resources to make life sized collages of themselves. Children's welfare needs are safeguarded through documentation and effective procedures. These include comprehensive risks assessments for the setting and each type of outing.

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the early years provision

However, a record of one type of medicine administered was not available or accessible for inspection as legally required.

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the early years provision

The childminder creates a fully inclusive environment where every child is valued as a unique individual. Effective partnerships have been established with parents. Parents' opinions are highly valued and are sought after in questionnaires and through ongoing discussion. All parents highly praise the childminder in written comments. A wealth of different communication systems create a very effective two-way flow of information and involve parents in their child's continuous learning and development. The childminder encourages parents to contribute to their child's learning journal. The regular observation and assessment process ensures that children's progress is maximised and parents know what the plan is for their child's This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 next steps. The childminder strives to establish links with others who deliver the EYFS to the children she minds to support children's learning and development.

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the early years provision

She uses information gathered to extend their learning at her setting. For example, after the children had made cards at playgroup, the childminder took the children to the post office to buy stamps for the card and then they posted them.

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and outcomes for children

Children develop a very strong sense of ownership and belonging in the setting where they enjoy a warm, supportive relationship with the childminder. The children enjoy cuddles with the childminder, they laugh together and they look to her for encouragement, reflecting that they feel safe and comfortable in her home. The excellent organisation of the home creates an enabling environment. The positioning of resources is reviewed and thoughtfully considered as children's developmental needs change. For example, the dressing up clothes are attractively hung on the radiator and are freely accessible to all the children. The childminder regularly rotates the resources provided to maintain children's interest and to offer greater challenge. As she is part of the local childminding network, the childminder has access to a wide selection of quality equipment and makes good use of these resources. Positive images of the wider world are included in everyday practice to

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and outcomes for children

The childminder's excellent knowledge and understanding of the underlying principles of the EYFS creates a very firm foundation for children as they follow their individual learning journey and make the very best of their abilities and talents. The childminder has great respect and high aspirations for each child and this supports and encourages their extremely good progress towards the early learning goals. Starting points are established as a baseline in discussion with parents. Comprehensive observation and assessment procedures monitor children's achievements with documents to track and record children's progress. Children's key strengths and their next steps in learning that require more support are identified and used effectively to inform future planning.

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and outcomes for children

The childminder skilfully responds to children's interests and develops imaginative planning to extend their experiences and learning. For example, the children's fascination with trains becomes intrinsic in a number of activities, covering the six areas of learning. The children construct their own train using a range of materials including large cardboard boxes for the engine and carriages. Children handle small tools with increasing control as they mould dough into shapes and use a variety of cutters, rolling pins and plastic tools. In the planning the childminder has identified the need for scissor cutting skills to be developed. She introduces scissors to the play dough activity to encourage children to practice these skills. The planning also details action rhymes which involve the finger and thumb movements to further support their learning of this specific skill.

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and outcomes for children

Children's language and literacy skills are effectively promoted from an earthly age. Many factors contribute to this including the positive verbal interaction between the children and the childminder and her understanding of learning processes, This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 such as, the value of young children making their mark with the yoghurt spilt on the table at lunch time to develop their early writing skills. The older children engage in lively conversations with the childminder; they knowledgeably describe road safety referring to a story book shared at the childminders. These effective two way conversations enable children to build upon and extend upon what they know about topics. The childminder develops children's awareness of safety issues and encourages them to recognise potential risks and hazards as they learn how to keep themselves safe. For example, the younger children learn to negotiate the

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and outcomes for children

door step in a safe manner to confidently move between the indoor and outdoor areas. Outdoor learning is fully valued by the childminder. Children delight in exploring the new 'dark den' in the garden which has been recently purchased in response to the children's questionnaire. Children confidently explore inside the den and talk about the use of torches to see better for their safety. The childminder has torches readily available, the children learn how to switch them on and off and ask questions about how they work. The younger children handle the torches and are introduced to new vocabulary. Children have a number of opportunities to use modern technology including the lap top computer and the digital camera. This has significant impact on developing skills to support their future economic well-being.

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and outcomes for children

The childminder sets high standards to promote children's good health through stringent procedures to prevent the spread of infection. The childminder strongly promotes skills for a healthy life style. From an early age children competently complete personal hygiene tasks, such cleaning hands before and after eating with flannels which are easily accessible. Children's health and well-being is an integral part of the service. Consequently activities are organised to strongly support children's skills for life. The children have grown their own foods, picked and prepared them as part of their meals. Activities are planned and resources available to support their enjoyment of a healthy diet, such as role play, shopping and baking. Children are extremely enthusiastic about pursuing physical activities and gain confidence to 'have a go' as the childminder appreciates the need to allow children to develop their physical skills by offering them challenges, such as

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and outcomes for children

gaining coordination on the climbing frame. The children learn to understand their bodily needs and how their body works from discussion with the childminder, the posters on display and planned activities. Children talk about making their muscles stronger as they move in different ways. The childminder presents herself as a positive role model for children's behaviour and to develop an understanding of showing respect and consideration towards each other. 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 1 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 1 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 1

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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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