Childminder in Sefton

Inspection report for early years provision

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Unique reference number 502312 Inspection date 21/03/2012 Inspector Joanne Law

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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 2001. She lives with her husband and children aged 14 and 21 in the Ainsdale area of Southport in Merseyside. The whole of the ground floor and the bathroom on the first floor are used for childminding. There is a fully enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools. The family has two pets: a dog and a hamster.

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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 five children attending who are within the Early Years Foundation Stage: they attend on either a full-time or part-time basis. The childminder also offers care to children aged over five years to 14 years. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. The childminder is able to support children with special educational needs and/or disabilities and children who speak English as an additional language. She is a member of the National Childminding Association and receives support from the local authority. The childminder holds a recognised child care qualification.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

The childminder has a superb understanding of the Early Years Foundation Stage, which ensures children's welfare, learning and development needs are consistently met to a high standard. Children make excellent progress in their learning because the childminder enthusiastically makes learning exciting and fun. Upmost priority is given to the safety and security of children and they enjoy learning about the local area. Excellent relationships with parents, local schools and pre-schools significantly enhance all aspects of children's welfare, learning and development. Robust self-evaluation is in place, enabling the childminder to maintain continuous improvement. The childminder accesses regular training opportunities and uses this knowledge to enhance her provision.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 developing further the environment, for example, by labelling resources to give children additional opportunities to learn about words. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder has rigorous safeguarding procedures in place, which are supported with very detailed information. She has a wealth of knowledge relating to safeguarding because she attends numerous training events. This means that children are expertly protected. Detailed risk assessments of her home and all outings are in place. This means children play in environments that are safe and secure.

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the early years provision

Overall, the childminder provides an excellent learning environment for the children. She uses low level storage baskets and tubs so children can freely access them, thereby promoting their independence. Opportunities to help children learn about print in the environment are sometimes missed as not all resources are labelled. However, they have a variety of other opportunities to learn about words, such as looking at signs when they are out in the local community, posters around the setting and labels on boxes and cartons of food and drink.

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the early years provision

The childminder is extremely committed to updating her knowledge and achieves this by completing extensive training. Consequently, her knowledge enhances all aspects of her provision. She attends weekly network meetings and utilises the knowledge of other professionals such as teachers, and information available via the internet. The childminder has robust systems in place to evaluate her provision, which enables her to identify areas for improvement. For example, she is currently changing her access to the garden so children are able to use it more freely. Children are at the heart of the provision which means they are heavily involved in decisions about changes. Each evening the childminder reflects on what has happened during the day and how or if this can be changed to improve outcomes for children. Older children are also asked for their views. Parents complete regular questionnaires and provide feedback to the childminder.

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the early years provision

Excellent relationships have been developed with parents. The childminder obtains all information about each child during a sensitive settling-in period. This means that parents' wishes and children's individual needs are very effectively met. Parents are very involved in their child's learning because the childminder is extremely flexible with her communication and involvement methods. Children like to use their home notebooks and show them off to visitors. Extremely effective relationships with other provisions involved with the children are well established, which significantly enhances children's welfare and learning. The childminder also demonstrates an excellent understanding of involving other professionals to ensure children's unique needs are met.

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the early years provision

The childminder is fully committed to meeting the needs of individual children. She keeps a wealth of information which supports a detailed equal opportunities policy. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children feel safe and secure in the childminder's home. They are able to demonstrate an excellent understanding of safety; for example, they tell each other to be careful when climbing up and down the stairs. Children go out into the local community daily by foot, so the childminder gives upmost priority to teaching children about road safety. The childminder uses story time as an opportunity to develop children's knowledge further; for example, she takes information from the story and links it into the children's own experiences.

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and outcomes for children

Children are developing an excellent understanding of being healthy. The childminder offers them a range of healthy snacks and meals during the day. Children are encouraged to talk about different foods that are offered for lunch to further this understanding. They confidently explain they need to wash their hands before they have a snack and the childminder makes this fun by talking about 'Gerry Germ'. This means children are developing an excellent understanding of good hygiene practice. Children have many opportunities to play outside, go out on walks, and visit local parks, beaches, the library and the local children's centre. Children also get lots of opportunities to use public transport. This means children are gaining a very secure understanding about the importance of regular exercise.

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and outcomes for children

Children are extremely motivated to learn because the childminder is highly skilled in making learning fun. She interacts extremely well with all children in her care. Children are making very good progress towards the early learning goals because the childminder makes regular observations of children and plans exceptionally well for their next steps, based on their interests.

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and outcomes for children

Children have developed a passion for books because the childminder offers them an extremely well-planned variety of interesting books. When she reads with the children she uses animated voices and a variety of open and closed questions and explanations. During story time the childminder skilfully uses her knowledge of the children to develop learning overall. For example, she introduces shapes and numbers, develops language by introducing new words and develops knowledge of animals. Children take turns well and show exceedingly good levels of concentration and involvement. Children are offered varied and imaginative ways to develop their creative skills. They have lots of opportunities to initiate their own learning because they have a wide range of activities to explore their senses. The childminder skilfully intervenes to enable children to talk in greater detail. There are interesting treasure baskets, natural materials, a range of props and a huge

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and outcomes for children

range of easily accessible resources to help children to create their own work. They thoroughly enjoy mark making.

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and outcomes for children

Children enjoy exploring their senses when they use a sensory bag which includes different items to touch, feel and see. Older children make dens and put lights on in the dark while younger babies explore sound and touch. The older children also engage with younger babies by playing 'peek a boo' from under the material. Consequently children are skilful in developing their own ideas and are able to play together. Young babies are very confident with the childminder, including babies This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 who have only been in her care for a short period of time. They are extremely secure in their routines. This means they progress very well in their overall learning and development because they are able to sleep, explore resources independently and seek comfort from the childminder. When children ask about rhyme time at the library the childminder takes this opportunity to sing with the

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and outcomes for children

children. She embraces this interest further by offering instruments, which children use to play and sing with great enthusiasm. This enables children to express their musical talents.

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and outcomes for children

Children are able to operate equipment very well because they access a wide range of electronic toys, including talking books, laptops, radios and cause and effect toys. They have lots of opportunities to learn about recycling; for example, they have recently recycled milk cartons to make bird feeders. Children have high levels of self-esteem; this is promoted through praise and celebrations of children's individual work. They behave extremely well in the setting because the childminder gives clear explanations and sets appropriate boundaries. Children are calmly reminded about different boundaries such as treating books with respect. Through a wide variety of activities and experiences children have developed respect for themselves and others. They are learning about other cultures and beliefs because the childminder makes excellent use of books and activities to develop ideas and promote diversity. For example, she carefully selects a range of books that are

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and outcomes for children

relevant to the children in the provision and reflect their local community. 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 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 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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