Childminder in Wirral

Inspection date

Previous inspection date 10/12/2012 Not Applicable

p.1

early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

p.1

This provision is satisfactory

 The childminder has developed her knowledge of the revised Early Years Foundation Stage and has introduced systems to observe, assess and plan for children's individual progress.  Children are settled and happy and build secure attachments with the childminder, which supports their health, welfare and happiness.  The childminder has a secure understanding of how to safeguard children.  The childminder effectively support children's communication and language development.

p.1

It is not yet good because

 The childminder is not involving parents in the children's initial assessment and they are not contributing to the ongoing developmental records, in order to be fully involved in their child's learning and development.  The self-evaluation process is not sufficiently developed to identify priorities and plans for improvement; taking into consideration the views of parents and children.  The childminder misses opportunities to promote children's independence in their self- care.

p.1

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities in the downstairs area of the premises and in the garden.

p.2

Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the observations.

p.2

Inspection activities

 The inspector looked at children's records, documentation for planning, assessment and self-evaluation, as well as a selection of policies.

p.2

Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children, aged one and three years, in a house in the Prenton area of Wirral. The whole of the ground floor, two bedrooms on the first floor and the rear garden are used for childminding. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently three children on roll, of whom all are in the early years age group and attend for a variety of sessions. She operates all year round from 6.30am to 6pm, Monday to Saturday, except family holidays. She is a member of the National Childminding Association.

p.2

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

 develop further the systems to give parents the opportunity to contribute to children's initial assessment and their ongoing developmental records to be fully involved in their children's learning and development

p.3

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

 develop the self-evaluation process to identify priorities and plans for improvement; taking into consideration the views of parents and children

p.3

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

 support and extend the opportunities for children to develop their self-care skills, such as in dressing and in their personal care.

p.3

who attend

The childminder provides resources and plans activities to support children's progress across the seven areas of learning. She uses the Development Matters in the Early Years Foundation Stage documentation to help her to identify the individual children's next steps planning. The childminder creates individual 'learning journals' for children, which contain her observations, in both a written and photographic format and personal planning for each child. In view of the short length of time children have attended, the assessment and planning systems are at the early stages of being implemented. The childminder values partnership working with parents. She encourages parents to share information to deepen her knowledge of the children and to assist her in planning around their interests and events in their lives. The 'settling-in' procedure helps children and parents to become familiar with childminder and the environment before they start. During these visits, she

p.3

who attend

gathers information from the parents about the children's individual needs and preferences. The childminder completes an assessment on the children shortly after they start to inform the initial planning. However, parents do not contribute to this, or subsequent assessments, in order to be effectively involved in their child's learning and development. The childminder is aware of the need to implement the progress check for children at age two years and has discussed this with parents.

p.3

who attend

A selection of play materials and books are set out at floor level to enable children to make independent choices in their play. Further play materials and equipment are stored on higher level shelving. These are labelled with written signs and photographs to enable children to see what is available. Children confidently make their choices and obviously enjoy the childminder's involvement in their play. They talk about what they are doing in a relaxed manner and the childminder asks questions to promote their language development. The childminder talks clearly at all times for children to hear the correct pronunciation of words. Children decide to construct using boxes of different sizes. They carefully position the boxes on top of each other. As they build, the childminder uses mathematical language and encourages the children to count. Through trial and error, they successfully build a tower to their satisfaction and then confidently change the

p.3

who attend

direction of their play and ask to paint. The childminder responds positively to this request and together, they talk about what they need and gather the required materials to prepare for the activity. Children express their own ideas in their art work. They use brushes and their fingers to make patterns with paint and choose from a range of materials to glue items to their creative work. They show deepening levels of concentration as they pursue activities, which sustain their interest.

p.4

who attend

The childminder makes effective use of the outdoor environment as a resource to support children's learning. The garden is used throughout the year. Outside, the children enjoy playing in the sand. They use a selection of utensils to fill and empty different sized containers and make discoveries to extend their understanding of space, shape and measure. Resources, including bikes and balls are available to help children to develop their physical skills. The childminder takes children on outings to increase the opportunities for them to observe the world around them and talk about what they see. Outings are varied to stimulate children's interest and include visits to the urban farm, the zoo, the library, local parks and woodland. Many outings give children the opportunity to explore and make discoveries about the natural world. The childminder loans reference books from the library specifically to help children to appreciate and not to waste the earth

p.4

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

Children feel secure in the setting, as a result of the warm and caring relationships they develop with the childminder. They express their enthusiasm, in an uninhibited manner, as they eagerly participate in play and activities. Individual routines, such as sleep times are met, which further enhances children's sense of security. The ongoing discussion with parents and the use of the communication diary keeps the childminder well informed about any changes to these routines and the children's needs.

p.4

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

The childminder is a positive role model for children's behaviour. They are given plenty of praise and acknowledgement for their efforts and achievements. She helps to develop children's understanding of acceptable behaviour though explanation and example. The childminder has resources to help children to understand different emotions and to express their feeling. Children demonstrate an understanding of emotions and they talk about painting a happy snowman. The childminder develops children's respect towards people, who are different to themselves through involving them in community activities and talking to them about similarities and difference. Children are given opportunities to develop their independence. For example, in their choices of play and snack foods. From an early age, children know the appropriate times to wash their hands and complete the task competently. However, they are less independent in other aspects of their personal care. For example, wiping their nose and

p.4

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

deposing of the used tissues responsibly and in dressing themselves to play outside. Children are encouraged to develop healthy lifestyles. The regular visits to the parks and woodland provides space for them to enjoy energetic play and develop an understanding of the importance of physical exercise. The childminder provides a nutritionally balanced diet incorporating fruit and vegetables into the children's daily menu.

p.5

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

The childminder helps children to learn to look after themselves and understand safety procedures. On outings, they follow the road safety procedures and develop an understanding that they have to be secured into the car seats. She effectively uses children's interest in fire fighter role play to introduce the emergency evacuation procedure for her provision.

p.5

provision

The childminder has completed training to develop her knowledge of the revised Early Years Foundation Stage to support children's learning and to implement the welfare requirements. She has a clear understanding of her responsibilities to protect children from harm. The childminder has undertaken specific safeguarding training and she clearly outlines the signs of abuse and the procedures for reporting concerns. Children are cared for in a safe setting. Safety equipment is fitted, safety procedures are prepared and risk assessments are undertaken for the setting and outings. The childminder maintains required documentation for children's well-being.

p.5

provision

This is the childminder's first inspection since registration. She is developing positive relationships with parents. Information is displayed and the written policies are shared with parents to make them aware of her practices. The childminder has contact with the children's school teacher. Information is exchanged about their stage of learning and she provides activities to promote continuity and to support their progression.

p.5

provision

The childminder demonstrates a commitment to improving her service and identifies training as being an important contribution to achieving this. However, the self-evaluation process is in its infancy. There is scope to develop this further by involving children and parents in identifying priorities and to plan for improvement.

p.5

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

p.5

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.

p.6

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.

p.6

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.

p.6

Setting details

Unique reference number EY447733 Local authority Wirral Inspection number 805302 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 3

p.6

Name of provider

Date of previous inspection Not applicable

p.7

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.

p.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.

p.7

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.

p.7

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.

p.7

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,

p.7

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’.

p.8

Type of provision

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

p.8