Childminder in Sefton

Inspection report for early years provision

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Unique reference number EY430458 Inspection date 13/12/2011 Inspector Margaret Mellor

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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 was registered in 2011. She lives with her two children aged 11 and 15 years old in Maghull, Liverpool. The whole of the ground floor property is used for childminding. Accessibility to the premises is via a small step to the back door. The childminder is able to take and collect children from local schools and pre-schools. The family has gerbils and goldfish.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time, of whom no more than three may be in the early years age range. There are currently three children attending who are within the Early Years Foundation Stage. Children attend various sessions. The childminder also offers care to children aged over five years to 15 years old. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. The childminder supports children with special educational needs and/or disabilities. She receives support from the local authority and is a member of the National Child Minding Association.

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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 very happy in the caring and generally well-equipped homely environment that promotes good behaviour and independence. Children's needs are routinely met through an effective partnership with parents and recognising the uniqueness of each child. Partnerships in the wider context and the promotion of children's welfare are good. Well-developed knowledge helps the childminder to plan enjoyable and challenging activities and all children to make good progress in their learning. The planning for future improvement, including the processes of self-evaluation are mostly good.

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further?

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

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further?

 provide positive images that challenge children's thinking and help them to embrace differences in special educational needs and/or disabilities  develop further a culture of reflective practice and self-evaluation to continually look for ways that will improve the quality of provision.

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the early years provision

Children are safeguarded because the childminder has accessed training and is secure in her knowledge of the procedures to protect them from harm or neglect. Regular risk assessments for her home, garden and outings help to eliminate or reduce the risk of accidents. The childminder also has a first aid certificate and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 effective procedures for recording any accidents or medication. Children are also protected because the childminder has completed food safety training. Also good hygiene practices also help minimise the risk from cross-infection. Meals are nutritiously balanced and special dietary requirements are respected. Welfare of children is further enhanced through good opportunities for fresh air and exercise. All policies, procedures and child records that are required for the safe and efficient management of the provision are effectively maintained.

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the early years provision

The childminder is very motivated and good use of the space and resources effectively contributes to children's good progress. She is committed to providing good quality sustainability resources and promoting better outcomes for children. The observation, planning and assessment systems have evolved through training and embracing the Early Years Foundation Stage. Her plans for the future are well targeted, such as 'Common Assessment Framework' training to further support inclusive practice. The childminder has developed a culture of reflective practice and surveys welcome parents' views and children's ideas in the activity decision making. She has started to use a formal self-evaluation document and because it is in its early stages, she recognises that the processes for continually looking at ways to improve the quality of provision are not always effective.

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the early years provision

The childminder enjoys a meaningful partnership with parents and provides them with good quality information about the provision. 'All about me' booklets encourage parents to share information about their child when they first attend. Therefore, all children are included and they make good progress in relation to their starting points. On an ongoing basis, individual day diaries keep parents well informed about children's welfare and achievements, so they can continue their learning at home. Effective partnerships with parents and the local disability team also promotes personalised care and equality for children with special education needs and/or disabilities. Children also benefit because the childminder works effectively with the local primary school delivering the Early Years Foundation Stage for them. Kind words that parents write in surveys, evidence that are delighted with the quality of care in a family environment that nurtures their social

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and outcomes for children

Children make good progress across all areas of learning because the childminder actively supports them through encouragement, praise and good role modelling. The childminder values children's contributions and preferences in play and as a result, children of all ages are highly motivated. A wide variety of child-initiated activities means that they are thoroughly engaged in their play. Also a train ride or a visit to the museum planned with the children are enjoyed by all. Every child has a development file and the childminder uses sensitive observations and early years profile effectively to assess and plan appropriate challenges to support their next steps in learning. As a result, children make good progress toward the early learning goals. At home, parents support toddlers mathematical development through play with blocks. Also the childminder's good pronunciation of sounds This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

helps children consolidate their letter of the week in school. This is effectively supporting children's progression across their care and learning environments.

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and outcomes for children

Children become independent while developing a positive attitude towards learning because the good quality resources are easily accessible. Toddlers problem solve by fitting different shapes into wooden inset puzzles. The gentle encouragement is helping them to match shapes. All children show plenty of natural curiosity as they explore a range of creative media, such as paint and musical instruments. This challenges children's senses and imagination. In pretend play, they have great fun making cups of tea and this helps them to make connections with the world. Toddlers cheer as they find the button that makes the animal pop up and using the green man at the pelican crossing helps all children learn about everyday technology. Children show obvious enjoyment in books and toddlers confidently imitate the noise the lamb makes while looking at the pictures. The childminder is also very skilful at enhancing what children enjoy and adding puppets to story

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and outcomes for children

times stimulates their early communication skills. Children of all ages develop their pencil skills and some children even make some recognisable words, such as their name. This also has a positive impact on children's skills for the future.

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and outcomes for children

All children are welcomed because the childminder is caring and makes sure they all feel special through her high level awareness of their different personalities. This promotes children's emotional well-being and a stimulating display of a Christmas tree they have created with hand prints further boosts their self-esteem. As a result, children are very content and have a lovely warm relationship with the childminder. Enjoyable walks, helps children to learn about their local community and collecting pine cones or feeding ducks nurtures their fascination in nature. Celebrating Diwali and socialising with people from different cultural backgrounds in toddler group or school, is helping children to understand diversity in the world around them. Participation in a 'race for life' also helps them to play a part in the wider community. However, positive images of special education needs and/or disability are not fully reflected in the resources. Therefore, helping children to

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and outcomes for children

become aware of people that are different than themselves is not consistently supported.

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and outcomes for children

Children are well-behaved and thoughtful because the childminder is a good role model for their behaviour. They show consideration towards each other in play and at meal times sit at the table with their friends and adults. Consistent routines across environments is also helping individual children to develop their concentration and social skills. This also helps all children to have a good feeling of safety and learning to evacuate the premises in an emergency is also effectively supporting their awareness of safety issues. Children thrive because the childminder has established good hand washing routines and they are actively encouraged to make healthy choices about what they eat. Indoors, there is plenty of space for children to be exuberant in their play and great fun is had by all when playing musical bumps. Weekly active play sessions helps toddlers develop new skills, such as marching to rhymes and in the park, older children respond with

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and outcomes for children

gusto when climbing or swinging on frames. These activities promote children's physical skills and also helps them to learn how to lead a healthy lifestyle. 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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