Childminder in Wirral

Inspection report for early years provision

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Unique reference number EY269156 Inspection date 15/12/2009 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 was registered in 2003. She lives with her husband and six year old child in Birkenhead, Wirral. The front lounge, kitchen and main playroom on the respective levels are used for childminding. Toilet facilities are on both floor levels. The enclosed front area is used for outdoor play.

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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 three 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 the Early Years Register and on 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 childminder is enthusiastic and aspires to maintain her high standards of welfare and education. Children are valued as unique individuals within the inclusive setting. They make good progress towards the early learning goals in the stimulating and challenging environment, where the promotion of fun, independence and self-motivation are key strengths. Effective partnerships with parents, carers and others within the Early Years Foundation Stage (EYFS) promote continuity of care and progression for children.

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further?

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

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further?

 extend the opportunities for children to pursue outdoor activities, linking into the six areas of learning, to further enhance their progress towards the early learning goals  build on current good practice and gather more information from parents when children start to create a shared baseline for children's future learning journey.

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the early years provision

The childminder has a clear policy regarding safeguarding, which is shared with parents and demonstrates her understanding of the procedures to follow to keep This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children safe. She attends safeguarding refresher training to update her knowledge and ensures details of the Local Safeguarding Children Board are accurate. All required records are well maintained, including comprehensive risk assessments, for safe and effective management of the provision and to meet all children's needs.

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the early years provision

The childminder is an experienced and qualified early years practitioner. She is conscientious and committed to continually improving the overall quality of care and education she provides for children and their families. The childminder attends training to improve her knowledge and experience. She reflects on her setting's strengths and weaknesses and regularly consults parents and children as part of her self-evaluation process. The childminder has fully met the two recommendations raised at the last inspection. A written complaints procedure is in place and children wash their hands after the nappy changing procedure to support their understanding of the importance of personal hygiene from an early age.

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the early years provision

The childminder's home is well organised. Play areas and resources are arranged to promote children's independence and develop active learning. The childminder's supportive practice ensures the children's individual needs are met. For example, she uses sign language to support children's language development with visual signs in all aspects of daily living. Positive attitudes to diversity and difference within all children are strongly promoted and children are all listened to and respected. Imaginative resources, displays and cultural artefacts provide practical opportunities for children to learn to value different aspects of their own and other people's lives.

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the early years provision

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. When children start, information is gathered from parents which the childminder uses to inform her practice in helping children feel secure in her care. However, limited information is obtained about their learning and development to create a shared baseline for children's future learning journeys. At the present time, the minded children are not receiving the delivery of the EYFS at other settings. However, the childminder has established good links with other

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the early years provision

providers, such as nursery schools, to ensure continuity in children's learning and development experiences.

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and outcomes for children

The childminder delivers personalised learning, development and care to help children to get the best possible start in life. She provides well-planned experiences, based on children's interests and her observations. Children's individual learning journeys are recorded in their personal profile. Their progress This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 towards the early learning goals is regularly monitored and evaluated by the childminder and shared with parents. Systematic observations are carried out on the children and these are used to track children's progress through the Learning and Development expectations of the EYFS, to effectively support their progress towards the early learning goals. Next steps in learning are clearly identified for each child and used to inform future planning. The childminder provides varied outdoor play opportunities for the children and values these learning experiences,

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and outcomes for children

such as spontaneously going outside when it's raining. However, the outdoor activities are not fully maximised across the six areas of learning throughout the year.

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and outcomes for children

Children eagerly and happily explore the wide choice of imaginative and challenging opportunities. The childminder skilfully supports children by offering encouragement, clarifying ideas and asking open-ended questions. This supports and extends their thinking and helps them to make connections in learning. Language and communication skills are strongly promoted and this encourages children to become confident communicators. The use of sign language supports children's early communication skills. This is further enhanced through effective labelling in the environment, such as the sign hanging on the fridge door showing pictures of the drinks available, which helps children to confidently communicate their preferences. The childminder is fully aware that one activity can have many learning values. For example, the enjoyment of singing action rhymes also supports children's understanding of number and number sequences. As the

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and outcomes for children

children dry their hands they sing a number song and count their fingers, to develop the early understanding of the relationship between numbers and amounts. Numerals are on display in the main play room and activities are clearly identified in the planning to promote children's understanding and use of problem solving, reasoning and numeracy. In role-play, the children display their knowledge of shape as they talk to their dolls about different shapes and show them shape resources and pictures on display.

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and outcomes for children

Well-organised resources, low-level photographs and examples of work create a strong sense of identity and belonging for young children. A range of mark making materials are freely accessible to enable children to create colourful pictures or make notes. Children confidently make their own decisions and eagerly choose and initiate their own games. The designated role-play area changes to match the interest of the children. For example, it was recently an experimental area where children explored many resources, and is currently a home corner. The children laugh together as they operate the toaster and the pretend bread shoots out; they then discover that altering the setting causes different effects. The childminder provides many opportunities for children to develop skills in communicating, literacy and numeracy, and to progress in developing information and communication technology skills, which has a positive impact on developing skills

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and outcomes for children

Children are confident and their self-esteem is nurtured by the childminder, as she offers praise and acknowledges their achievements. The childminder presents herself as a positive role model to the children, and they develop an excellent relationship with her and their peers. Opportunities to socialise, join in with group activities and explore different challenges are provided through visits to toddler This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 groups, activity sessions and outings to places of interest. The childminder provides imaginative opportunities for children to learn about the wider world as they consider diversity and different cultures. For example, art work, stories and songs provide rich, positive images of our diverse world during Hanukah. Similarly, children learn how to look after their world as they consider sustainability and recycle resources.

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and outcomes for children

Children are encouraged to recognise risks and dangers from an early age. This helps them to feel safe as they learn how to stay safe. Regular discussions about playing safely, 'stranger danger' and road safety develop as an integral part of each day, in accordance with children's ages and stages of development. Children are encouraged to think about their actions and potential consequences as they learn to consider other people's feelings and emotions. A healthy lifestyle is strongly promoted during regular outdoor activities and through good hygiene standards and routines. Children adopt good personal hygiene routines and talk about how germs spread and 'catching a cough'. The childminder offers healthy snacks and home cooks meals. Fruit and vegetables are incorporated into the children's daily diet. 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 1 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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