Childminder in Knowsley

Inspection report for early years provision

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Unique reference number EY242360 Inspection date 21/02/2012 Inspector Elaine Johnston

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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 2003. She lives with her adult daughter in a three bedroom house in the Prescot area of Knowsley. The whole of the ground floor and the playroom on the first floor are used for childminding. There is a fully enclosed garden available for outside play.

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Description of the childminding

The childminder is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of six children under eight years at any one time, no more than three of whom may be in the early years age range and no more than one may be under one years. Currently there are five children on roll, two of whom are in the early years range. Children attend on a part time basis.

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Description of the childminding

The childminder is a member of the National Childminding 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

The childminder provides an effective service where the welfare and learning needs of individual children are the central focus of the provision. Overall, children make good progress towards the early learning goals within the well organised environment where self directed learning is promoted. Children are supported well to embrace a healthy lifestyle and enhance their physical development. Partnerships with parents and others are strong and are significant in making sure that the needs of all children are met. The thorough self-evaluation of the childminder ensures that the priorities for improvement are identified and carried out. The effective organisation of most aspects of the service contributes significantly to the children's safety and well-being.

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further?

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

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further?

 develop further relevant planning systems to ensure consistent motivating learning experiences for each child  ensure risk assessments cover anything with which a child may come into contact.

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the early years provision

The childminder has a good knowledge and understanding of safeguarding children, she keeps up-to-date with training and current legal requirements. She has a high level of awareness of the action to take and whom to contact if she has This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 concerns over a child's well-being and safety. She undertook safeguarding training to meet recommendations. Comprehensive and clear written policies and procedures effectively support the delivery of the service to enhance the children's welfare. The childminder carries out risk assessments which cover the vast majority of things children may come into contact with. However, the disrepair of the neighbour's adjoining garden fence was omitted and, as a result, there is a small risk children may be harmed.

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the early years provision

The childminder is substantially committed to providing effective learning opportunities and care for children. Regular observations and assessments enable her to identify each child's next steps for their development. She is able to critically reflect on her practice and identify areas for improvement in her self-evaluation. For example, the childminder recognises the need to further develop her planning to ensure that the learning and development needs of individual children are consistently met. The needs of individual children are the central focus of the childminder's organisation and she successfully creates a welcoming environment for children. The childminder organises her home efficiently enabling children to move freely and access a broad range of developmentally appropriate toys, books and resources. A balance of indoor and outdoor activities is provided. She pays important regard to the sustainability of resources and recycles items at every

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the early years provision

opportunity. The childminder has a good understanding of equality and diversity and a very positive attitude towards the diverse needs of children. This is reflected in her inclusive practice and her support for children who have English as a second language. Children access a good variety of toys and resources that promote positive images of diversity and children use these in their everyday play.

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the early years provision

Partnership with parents is a key feature of the service. Strong relationships are developed and the childminder's knowledge of the children's families and backgrounds ensures that continuity of care is in place for the children. Parents receive clear and comprehensive information about the service on entry to the provision. Parent evaluations are highly valued and show that they are very supportive of the childminder and her warm, caring approach. They are pleased with their children's progress whilst in the childminder's care and recognise her commitment to the well-being of their children. One parent commented 'I am very happy with the development of my child over the past year. The childminder has done an excellent job.' Parents are invited to contribute to their child's individual learning file and are kept regularly up-to-date with their child's progress. The childminder establishes links with partners to establish a two way flow of

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the early years provision

information to enhance children's well-being. For example, she works with the local school effectively to support the children in her care.

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and outcomes for children

Children are cared for by a thoughtful and enthusiastic childminder who thoroughly takes pleasure in their achievements and the progress they make. Children are surrounded by bright and colourful displays of art and craft work and positive images which help to provide a welcoming and stimulating environment for the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children and develop a sense of belonging. The childminder has a keen awareness of the children's needs and meets those needs well. The children's individual learning files are kept up-to-date and regular written observations are supported with examples of the children's work and photographic evidence. Observations are linked to the six areas of learning and include an assessment of their progress and children's next steps are identified. However, the assessment process does not include regular planning processes which may mean that the needs of individual

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and outcomes for children

Children have daily opportunities to develop their physical skills. For example, there is plenty of space in the garden for them to run about, play on the slide and swings, kick and throw a ball and play energetic games. The childminder also takes the children on regular walks to and from school, the local playgroup and local parks. Children practice their fine motor skills when they play with small world toys, draw, paint, stick and play with beads and pegs. Young children's communication, speech and language development and literacy is well supported by the childminder, for example, by the childminder reading stories, singing sessions, asking and answering questions frequently and the broad range of books available to the children. Their problem-solving skills develop rapidly as they are supported to find out how to use musical instruments and identify sounds. Older children access technology to enhance their learning experience and access

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and outcomes for children

information. They use computer games and programmable toys to build their skills for the future. Children revel in their interaction with the childminder relishing in her support and interaction with lots of laughter and glee as they play with toys and musical instruments together. Children benefit from a broad range of outdoor and social experiences which enable them to have plenty of fresh air and exercise whilst increasing their knowledge and understanding of the world.

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and outcomes for children

The childminder continually provides lots of praise for the children which enhances their confidence, self-esteem and increases their sense of well-being. As a consequence the children's behaviour is positive. Children benefit from a healthy diet whilst in the childminder's care. Healthy snacks are provided for the children, including fresh fruit, yoghurts and fruit juice. Fresh drinking water is readily available to ensure the children remain appropriately hydrated. Children learn good hygiene routines and are taught to wash their hands appropriately, for example, before meals and after using the toilet. Children learn how to keep themselves safe in an emergency as they practice the fire drill regularly. They also follow the childminder's house rules which are appropriately pictorial to enable the youngest children to understand and are displayed prominently in the play room. 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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