Childminder in Sefton

Inspection report for early years provision

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Unique reference number EY357735 Inspection date 19/01/2011 Inspector Diane Turner

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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 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.

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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

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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 has been registered since July 2007. She lives with her mother, father and sister in the Crosby area of Liverpool. All of the ground floor of the childminder's home is used for childminding purposes, with toilet facilities situated on this level. There is an enclosed garden for outdoor play to the rear of the premises and two cats are kept at the home.

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Description of the childminding

The childminder is a member of the National Childminding Association and is registered by Ofsted on the Early Years Register and the compulsory part of the Childcare Register to care for six children under eight years at any one time, three of whom may be within the early years age group. The childminder is also registered on the voluntary part of the Childcare Register. There are currently five children on roll, three of whom are within the early years age group. They all attend on a part-time basis.

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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 are cared for in a very welcoming environment where they settle well and clearly feel part of the family. Good attention is paid to finding out about and meeting their individual needs and they are offered a good range of activities which successfully support their learning. Systems are in place to monitor the children's progress but these are not fully developed. Documentation is maintained effectively overall and good partnerships are forged with all parents ensuring a full shared approach to the children's care and learning. Good attention is given to evaluating and improving the service on an ongoing basis.

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further?

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

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further?

 ensure the record of children's attendance contains all the necessary detail  develop further the system for assessing children's learning and development to make informed decisions about their progress and plan for the next steps in their learning.

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the early years provision

The childminder is confident in her understanding of safeguarding children. She attends training in child protection to ensure she is able to recognise the possible indicators of abuse and has detailed information regarding the process for making a referral. The childminder gives high priority to ensuring children are kept safe at all times, both in the home and on outings. For example, safety equipment, such as gates, is used to prevent children accessing the stairs. Documentation is This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 maintained well overall and is all kept readily to hand. However, the records of children's attendance do not include their full name. The childminder has a good range of policies and procedures which clearly show how the service operates and she follows established daily routines to ensure the children feel secure.

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the early years provision

The childminder's home is organised very well, providing children with a good range of play opportunities. For example, the lounge is used as the main base, while messy play takes place in the conservatory. Children have access to a good range of toys and resources, which they choose from freely and they clearly have their favourites. For example, they delight in using the ball pool. The childminder understands fully the value of self-evaluation in monitoring her service and identifying areas for improvement. Evaluations are carried out in consultation with her assistant and parents' views are actively sought through questionnaires. Since her last inspection the childminder has attended training to improve her practice in areas, such as food hygiene and she has purchased new resources to meet the children's changing developmental needs. The childminder has identified other training she would like to attend in the future.

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the early years provision

The childminder pays good attention to promoting equality and diversity. She knows the children well and actively supports their individual interests. For example, taking children who are interested in trains on journeys using these. She develops good links with providers of other settings the children also attend, ensuring the effective sharing of information regarding their care and learning. The childminder actively encourages the children to learn about the cultures and beliefs of others through various activities. For example, by celebrating festivals from around the world, such as Diwali. The childminder clearly values the parents as the children's primary carers and ensures they are fully informed of all aspects of the service. For example, they are given a file containing all the childminder's policies and procedures for their reference. This also includes other useful information, such as the recommended exclusion times for infectious illnesses. Daily chats keep

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the early years provision

parents well informed of their child's day and detailed contracts ensure they are fully informed of the business arrangements. Parents are keen to express their satisfaction of the service, stating that their children are safe and well cared for.

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and outcomes for children

The childminder supports the children's learning and development very successfully. She carefully plans the activities they are offered, enabling them to take part in a good balance of free play and activities linked to different themes. For example, painting stormy pictures as they learn about the wind. The children have opportunities to take part in a wealth of valuable learning opportunities in the local community. For example, they visit the library each week for 'rhyme time' receiving a certificate to acknowledge when they have learnt a certain number of new rhymes. They make regular visits to the local childminder group and the children's centre when they learn to socialise with others and photographs show them visiting a children's farm. The children delight in recalling the animals they saw and the noises they made. The childminder interacts well with the children as they play and uses everyday routines very successfully to promote their learning.

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and outcomes for children

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 For example, encouraging the children to count as they use the stairs. The childminder keeps records of the children's learning, which include a good range of photographs and her written observations of the children's responses to the activities. However, she does not record how she will promote the children's next steps or consistently date the examples of the children's work as a means of evidencing progress.

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and outcomes for children

The children clearly feel safe in the childminder's care. They settle well and clearly enjoy one another's company. For example, they leave their parent happily on arrival and rush to greet the other children. The childminder encourages the children to use good manners and to make decisions, such choosing where they would like to go on outings. The children know what is expected of them within the setting and as a result they behave well. For example, they understand that they must sit at the table to eat and wear an apron during messy play. The children are very motivated to learn and develop good skills for the future. They are beginning to recognise their own name card from those on display and they show sustained concentration as they use pens to draw round stencils. They confidently solve problems as they use jigsaws and recreate their own personal experiences through play. For example, they use the play stethoscope to listen to

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and outcomes for children

each other's chests following one child's visit to the doctors.

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and outcomes for children

The children have very good opportunities to learn about the importance fresh air and exercise plays in maintaining a healthy lifestyle. They relish being out in the garden, showing good control of their bodies as they use wheeled toys and bounce on the trampoline. Visits to the local parks complement these activities. For example, photographs show the children's physical skills being challenged as they use climbing equipment. The childminder successfully supports the children in learning about keeping themselves safe. For example, they learn to dress appropriately for the weather and each month they practise the evacuation procedures for the home so they know what to do in the event of a fire or emergency. The childminder sensitively reminds the children why they must not run indoors and explains why they should wash their hands after handling the cats. 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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Early Years Foundation Stage

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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