Childminder in Knowsley

Inspection date

Previous inspection date 17/10/2012 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 1 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder gives children's language development high priority. She uses techniques learned through additional training to provide opportunities for children to become confident communicators.  The childminder's training and previous experience has a very positive effect on the quality of the environment and activities provided for children. She has a strong commitment to ongoing professional development to further improve outcomes for them.  The childminder fosters successful relationships with each child's parent, gaining their confidence and trust through positive interaction. This supports the development of relationships to fully extend children's learning.  The childminder meets children's individual needs exceptionally well. Children are extremely happy and settled and form very strong bonds with her. This supports their well-being and helps them to be able to make good progress in their learning and

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It is not yet outstanding because

 The planning system is not yet fully developed. This means that there are less opportunities to encourage parents to share in their child's learning at home.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities in the main playroom downstairs and in the garden.

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Inspection activities

 The inspector looked at children's learning journeys, planning documentation, the childminder's self-evaluation form and a selection of policies and children's records.

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Inspection activities

 The inspector spoke with the childminder at suitable points throughout the inspection, made observations and spoke to children present.

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Information about the setting

The childminder was registered in 2012. She lives with her husband in Halewood, Liverpool. Most of the ground floor of the childminder's home is used for childminding. Access to the premises is via a small step to the back door. There is a secure, fully enclosed garden for outdoor play. The childminder is able to collect children from local schools and take them to toddlers groups.

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Information about the setting

This provision is registered by Ofsted on the Early Years Register and both parts of the Childcare Register. The childminder has a professional childcare qualification and receives support from the local authority. She is a member of the National Childminders Association and local childminding network.

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To further improve the quality of the early years provision the provider should:

 strengthen the links between planning and observation by sharing information about what children know and can do further with parents, so that they are able to further support children's learning at home.

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who attend

Children are provided with interesting and challenging experiences that meet their individual needs and have depth and breadth across all aspects of learning. The vast majority of practice is based on the childminder's secure knowledge and understanding of how to promote the learning and development of young children. Regular observations linked to the areas of development are recorded. However, the planning process is still developing, so the links between planning and observation are sometimes unclear. This means that opportunities to involve parents in children's learning are slightly limited. However, children are making good progress in all aspects of their learning and development.

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who attend

Children show motivation during their play. They respond with enthusiasm to the childminder's interaction with them. For example, during painting activities, she points out colour-blending and congratulates children when they make new colours. This helps to boost their self-confidence and encourages them to try new things. Children discuss this at length and begin to experiment with new colours showing an awareness of cause and effect. The childminder ensures that there are opportunities for children to play independently, while supporting them with achieving their aims because she allows them to select their own activities and resources. For example, they ask if they can put away the paint and make slugs and snails out of play dough. Consequently, children have uninterrupted time to play and explore.

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who attend

The childminder consistently talks with children during their play and asks questions to extend their vocabulary, encouraging them to communicate and to think about and control what they do. This can be seen when children recall passed events using more complex sentences. For example, the childminder talks about her painting of the beach, the children tell her about how they 'made sandcastles' by 'digging' in the sand. They develop their ability to understand, listen and speak, as they notice and talk with the childminder about the shapes they are making with dough. The childminder responds to children's interests in books and promotes their ability to persevere and concentrate as she reads their favourite stories. These include books about different cultures and beliefs giving them information about the wider world.

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who attend

Children are provided with a good range of opportunities to learn about the world, for example, through outings to local parks, the library and places of interest in the local area. The childminder builds a planting bay in the garden for children to grow their own vegetables. This teaches children about the features of living things. Children visit shops within their local community and use child-sized trolleys to buy items and take them through the checkout. This helps them to understand the concept of money and paying for things. They express themselves creatively as they listen and dance to music. Children play imaginatively with small world toys, such as aeroplanes. They put their play dough creations inside, so that they can 'fly to their holidays'. Some children initiate their own ideas for imaginative play, for example, as they pretend to be 'dragons' under the table, which the childminder makes into a 'den'.

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The contribution of the early years provision to the well-being of children

Children's individual needs are exceptionally well met. They are extremely happy and settled and form close relationships with her. This can be seen as they seek reassurance from when visitors arrive and frequently invite her to join them when they are having fun. Children are very well behaved and play well both individually and alongside others. This is because the childminder shows great interest during their play and regularly praises them for their individual achievements. Children are confident and show excellent independence as they separate from the childminder and invite the visitor to join them in activities, such as painting.

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The contribution of the early years provision to the well-being of children

The childminder has an exceptional understanding of how young children learn and as a result, they take part in exciting activities that are tailored to their individual learning styles and needs. They promote education across all seven areas of their learning. For example, children are supported to use a blender during cooking activities and recall how they 'didn't like the noise' it made. The playrooms and garden are set up with resources, such as a wooden playhouse, a quieter area for reading books and relaxing; and a craft table for messy activities, such as play dough and painting.

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The contribution of the early years provision to the well-being of children

Children develop a positive awareness of diversity, through a variety of interesting activities and resources. The garden is set up with a wide range of equipment and media, including sand, water, gardening tools and a slide. There is also climbing apparatus and wheeled toys, so that children can practise balancing and using their large muscle groups. The childminder makes very good use of this area ensuring that children have daily opportunities to play outdoors. This increases children's understanding of a healthy lifestyle. Consequently, children's learning is equally promoted during inside and outdoor activities. Children are provided with healthy food and drinks because the childminder is extremely patient and committed to encouraging them to try new things. She takes time to discuss with parents how best to introduce new foods. She uses excellent strategies to support even the most reluctant children during meal times. As a result, children are beginning to

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The contribution of the early years provision to the well-being of children

understand the importance of healthy eating. For example, they tell the inspector that they tasted cheese for the first time because it 'makes bones grow strong'. Children are protected from the risk of cross-infection, as the childminder follows consistent hygiene practices.

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provision

The childminder is committed to providing a quality service and has a training plan in place, which identifies areas she wishes to expand on or refresh her knowledge in. For instant, she has been proactive in accessing information about the revised Early Years Foundation Stage and has made changes where required. She has reflected on her setting's strengths and areas for improvement by completing a self-evaluation form and drawing up well-focussed action plans. All required paperwork is available and implemented appropriately. The childminder works in partnership with the local authority support team to ensure that nothing is missed.

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provision

Children are safeguarded appropriately. The childminder has an excellent understanding of the signs that may cause her concern, as a result of her childminding training and her previous work as a community nursery nurse. She fully understands the importance of quickly accessing help and advice should she become concerned about a child's welfare. This helps to ensure that children are protected from harm or neglect. The childminder undertakes risk assessments and maintains a safe and secure building. Any visitors to the house, sign in the daily visitor's record. She is aware of the need to be vigilant when on trips out and has written risk assessments for all types of outings. The childminder helps children to understand how to keep themselves safe and emergency evacuations have been practised with the children to enhance their ability to cope in an emergency.

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provision

The childminder fully understands the importance of building partnerships with parents and has a range of ways of sharing information with them. Daily verbal exchanges help her build partnerships with them to ensure continuity in the children's care between the home and the setting. Verbal exchanges are supported by newsletters, which give information on future plans and activities, such as trips out. This allows parents to become involved and comment on their child's development on a daily basis. Written policies are shared with all parents, which gives a further insight into how their child's care is organised.

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provision

Parents are very happy with the service, which they receive and the homely environment their children enjoy. The childminder is aware of the need to develop links with the other providers of the Early Years Foundation Stage to children she also looks after, when this becomes necessary. Her previous experience means that she is confident about forming links with other provisions and professionals to ensure a coordinated service for children with special educational needs and/or disabilities, when the need arises. This ensures that no child is disadvantaged and they make the best possible progress.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY443245 Local authority Knowsley Inspection number 793732 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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Name of provider

Date of previous inspection Not applicable

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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