Childminder in Liverpool

Inspection report for early years provision

p.1

Unique reference number EY415879 Inspection date 13/01/2011 Inspector Angela Rowley

p.1

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 assesses 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 0300 123 1231, 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.

p.1

T: 0300 123 1231 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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder was originally registered in 2008 to work with another childminder at a different setting. She re-registered in 2010 and now works independently from her own home. She lives with her husband and four year old child. They live in the Mossley Hill area of Liverpool, close to local schools, parks and children's centre. The whole of the ground floor of the childminder's home is used for childminding purposes with access provided to the first floor for the bathroom. There is an enclosed garden for outside play. The family have a large pet dog.

p.4

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 two of which may be in the early years age range. She is currently minding two children in this age group, one of whom attends school. She also offers care to children aged over five years to eleven years and has one child currently on roll. The childminder is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register.

p.4

Description of the childminding

The childminder collects children from the local nursery and school. She is a member of the National Childminding Association and local childminder network.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

p.4

The overall effectiveness of the early years provision

Effective implementation of most policies and procedures means that children's welfare is suitably promoted and almost all requirements are met. The suitably planned indoor environment means that children are content and happily engage in interesting play and activities. Improving systems to identify the children's learning priorities, along with developing partnerships with parents, means that children get the support they need and make suitable progress in their learning. The childminder has only recently commenced childminding independently and demonstrates a sound capacity for improvement. She is beginning to self-evaluate and identifies some relevant aspects of the provision that she would like to develop further and thus continue to improve the quality of the provision for children.

p.4

further?

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

p.4

further?

 ensure that all required records are accessible and available for inspection by Ofsted. This relates to maintaining a permanent record of the checks undertaken following risk assessment and access to the records of children minded for short periods, who are on another childminder's roll. (Documentation) 28/01/2011 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 To further improve the early years provision the registered person should:

p.4

further?

 improve the record of risk assessment to include an assessment of the risks associated with each type of outing undertaken  use quality improvement processes as the basis of ongoing internal review; assessing what the setting does against robust and challenging quality criteria to further identify priorities for development and gaps in the provision. For example, routine opportunities for exploration and investigation and for outside learning  develop systematic use of observational assessment to identify learning priorities and plan relevant experiences for each child across all areas of learning.

p.5

the early years provision

Children are suitably safeguarded because the childminder has a clear understanding of her responsibilities regarding child protection issues. She has devised suitable policies and procedures to advise her practice and keeps records of visitors to her premises. She keeps children safe using adequate risk assessment procedures, although a permanent record of the checks undertaken is not kept and risk assessments for outings are not updated in relation to each specific type undertaken. All required records to promote the health and well-being of children on roll are in place. However, at times when she works closely with a neighbouring childminder to provide alternative care during, for example, inclement weather at school collection time, not all records are accessible for every child in the childminder's care. This hinders arrangements for safeguarding children's health and welfare. The childminder's home is kept suitably clean and maintained, she

p.5

the early years provision

adopts some appropriate hygiene practices to prevent the spread of infection, such as the use of antibacterial hand gel at key times. She provides some activities and routines which encourage some aspects of healthy and safe lifestyles.

p.5

the early years provision

The childminder provides a service that is sufficiently inclusive for all children and their families. Some consideration is given to providing resources that promote positive images of diversity. She works appropriately in partnership with parents to ensure that the children's individual needs are met. For example, daily diary notes are kept with regard to baby care, which facilitates secure transitions between the setting and home. Parents are also provided with access to the childminder's observations of what they can do, so they are informed of their child's achievements and plans for learning. The childminder contributes to three-way diaries between herself, parents and school, to provide continuity for children and ensure all parties are working together to meet the children's individual needs. She provides parents with a wide range of written information about how the setting operates and she obtains their permission to use the neighbouring childminder's

p.5

the early years provision

services for specific purposes. She establishes contractual agreements and obtains relevant written permission statements from parents. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder has a sound knowledge of the learning, development and welfare requirements for the Early Years Foundation Stage. She has completed the childminding training required of her, in addition to paediatric first aid training and training for risk assessment. She uses what she knows to provide a welcoming play focused environment and a suitable range of attractive and accessible resources. She is motivated to continue improving her childminding practice through ongoing training and through her links with other practitioners. She accurately recognises her strengths as being the loving care she offers children, along with opportunities to enjoy and learn through play in her home and on outings. Thinking around self-

p.5

the early years provision

evaluation is in the very early stages, although demonstrates planned improvements that are likely to improve outcomes for children. The childminder is aware that her understanding of systems for planning for children's learning are still developing and as a result, there are gaps in some areas of her provision for children's learning. She is also aware that provision for learning outside is currently limited, though improvements are in the process of being made.

p.6

and outcomes for children

The childminder's sound knowledge of the Early Years Foundation Stage requirements means that children are suitably cared for and have their individual needs met. Outcomes for children are satisfactory. They make suitable progress because the childminder instinctively extends the children's learning in play and natural routines. She knows them well because she makes observations of what each child can do and matches this up to the guidance materials to help her generally assess the children's development. Using this information she plans some relevant next steps however, these are not yet used systematically enough to inform the planning of activities to help optimise opportunities for children to progress across all areas, in a broad and balanced way. This means children do not always make as much progress as they could.

p.6

and outcomes for children

The children happily spend their time in the childminder's care and have developed secure, loving relationships. Consequently, they feel safe and have a clear sense of belonging in the childminder's home. They see their artwork hanging in the dining room and readily seek her reassurance when needed. Consistent routines and messages ensure children know what is expected of them. They see pictorial house rules and use their manners independently. Using imaginative play resources, such as dolls and play people they are learning to care and show concern for others. They are also developing a basic awareness of the wider world as some of these resources reflect diversity.

p.6

and outcomes for children

The children develop skills for the future generally well. They become independent thinkers as they select some of their own resources from open storage units in the hall. This includes information and communication technology (ICT) toys, such as toy phones and battery operated equipment. Children develop an early understanding of the use of ICT when they see the childminder using her laptop during everyday routines. They know, for example, that they can also watch television programmes on it and they regularly access developmentally appropriate This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 games and activities under supervision. The children are introduced to numbers from an early stage, as the childminder counts their fingers after they have drawn around their hands. She provides challenge and promotes their progress in communication, language and literacy. She speaks with the children continually

p.6

and outcomes for children

and so they become confident communicators. They are curious and frequently ask 'what's that?' and 'why?'. They enjoy mark making with crayon and paper and they begin to ascribe meaning to their marks as they describe what they have drawn. Some opportunities are provided to encourage investigation, for example, children explore play dough in creative activities and during summer months they enjoy sand play in the garden. However, opportunities for children to explore and investigate outside are limited. The children have few opportunities to explore and investigate the natural world and the limited use of outside play space, such as the garden, hinders opportunities to help children learn in different ways.

p.7

and outcomes for children

The childminder suitably promotes the children's understanding of healthy and safe lifestyles. The children are provided with home cooked meals and healthy snacks. They enjoy mealtimes, which are treated as a social occasion. Their self-care skills develop as they follow some secure hygiene routines and they learn to recognise and meet their own need for drinks, although water is not continuously promoted. They also enjoy music and movement activities at the local children's centre which promotes physical exercise. The children learn about staying safe as they routinely take part in fire drills and adopt consistent safety routines, such as using harnesses on booster seats. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.7

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.8

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

p.8

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.8

Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 3 The effectiveness of the setting’s engagement with parents and carers

p.8

Stage

The quality of the provision in the Early Years Foundation Stage 3

p.8

Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

p.8

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

p.8

Annex B: the Childcare Register

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

p.9

Annex B: the Childcare Register

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

p.9