Childminder in Wirral

Inspection date

Previous inspection date 18/12/2012 29/01/2009

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early years provision

This inspection: 2 Previous inspection: 3 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 has put a great deal of thought into creating a beautiful and highly stimulating environment with child-accessible resources that promote learning and challenge children both indoors and outdoors.  The childminder knows the children extremely well, as a result, children are very settled and form warm loving bonds with her. They are happy, confident and inquisitive, building a strong foundation to secure their learning.  The childminder and her assistants are enthusiastic, well-motivated and act as good role models. They interact well with the children, have high expectations of behaviour and encourage their independence skills.  The childminder skilfully supports children's communication and language development. She engages them in lively, interesting conversations, uses repetition and many clear statements and open-ended questions.

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It is not yet outstanding because

 Observations of children's learning are not consistently used to identify their next steps. Therefore, planning is not consistently effective and activities do not always provide sufficient challenge to support children in reaching their full potential.  Whilst the childminder reflects on the individual views of parents in order to ensure she continuely meets user needs, she does not always engage in self-evaluation in order to clearly identify strengths and areas for future improvement.

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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 viewed the areas the main playroom, kitchen and garden used for childminding.  The inspector held discussions with the childminder throughout the inspection

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Inspection activities

 The inspector took account of the views of parents, as recorded in written reference letters.  The inspector observed activities and spoke to children present on the day

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Information about the setting

The childminder was registered in 1992. She lives with her husband in Newton, West Kirby on the Wirral peninsular. The childminder is registered to care for six children under eight years when working alone, and twelve children when working with an assistant. She employs two assistants on a part time basis. The minded children have use of a split level play room and have access to the dining room, hall and kitchen. There is also an enclosed area of the back garden that children use, for outdoor physical play.

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Information about the setting

The provision is registered by Ofsted on the Early Years Register and the Compulsory and Voluntary Childcare Registers. There are currently seven children attending who are within the early years age group. The childminder also cares for children between six and 11 years before and after school. The childminder holds a childcare qualification and attends the local parent/toddler group.

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

 analyse the information gained through observation and assessment to identify children's next steps in learning and demonstrate how these are incorporated into planning

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

 develop further self-evaluation by extending how the views of parents and children are incorporated, to assist in identifying areas for further improvement

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who attend

Children are keen to get involved and have an enthusiasm for learning due to the childminder's understanding of how to engage them and capture their interests. She recognises each child's individuality and encourages them to take part. For example, she creates a seasonal role play area with real items such as Christmas puddings, to encourage children to experience and explore a range of materials. The children happily invite the childminder to join in their play. She supports their learning well. For example, she asks appropriate and open-ended questions to encourage them to use language and think for themselves. She allows them time to explore the activities on their own or with other children and carefully intervenes to support behaviour management. For example, when cuddles become too robust she reminds children to be gentle. Children have many opportunities to use pens and make marks on a large chalk board on the wall.

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who attend

They learn about positioning, size and colour during activities such as an Easter egg hunt. They delight in following descriptive clues to find their treasure. The childminder provides resources and opportunities to stimulate the children's highly developed imaginations. Children are fully engaged in role play as they move between the 'Christmas shop' and the home corner with their trollies, putting away their shopping into cupboards. The use of familiar resources which reflect everyday life, such as real tins of food and cartons of milk strengthens children's understanding of the world. The childminder encourages them to extend this play by asking them to cook her meal in their pretend kitchen with their new food.

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who attend

Children benefit from the childminder's secure knowledge of how children learn and they actively take part in a range of activities across all seven areas of learning. However, observations are not regularly assessed and next steps in their development are not always successfully fed into future plans. This means that opportunities to build on what children already know and can do are not as strong.

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

The childminder and her assistants have created a beautiful and highly stimulating learning environment both indoors and outdoors. Resources are thoughtfully stored at the children's level encouraging them to make independent choices. The main playroom is inviting and engaging with murals on the walls and a sky scene painted on the ceiling. The children appreciate this as they tell the inspector to look at the clouds. There is a huge range of resources that promote children's development across the seven areas of learning. Children also have access to a quitter cosy area for reading books and resting which ensures that all their needs are met.

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

The childminder establishes partnerships well with other settings that the children attend to ensure children receive a consistent approach. Transitions between the childminder's home and school are fully supported because the childminder takes time to support and prepare children for moving on.

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

The childminder is highly skilled and sensitive in helping children to form secure emotional attachments, which provide a strong base for their developing independence and exploration. She takes the time to get to know children as individuals and understands their needs. For example, she makes sure that children who are not as confident around strangers are introduced to visitors in a way that puts them at ease.

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

Children increasingly show high levels of self-control during activities. For example they remind each other to share if another child takes they toy they want and congratulate each other's positive behaviour. They are developing an excellent understanding of how to keep themselves safe. They learn to close the gate on the stairs when younger children are present and consistently walk down them slowly using the handrail. They explain to the inspector that they are sensible on the stairs so they do not fall down and hurt themselves. Children learn to manage risks and challenges relative to their age as they climb and balance on outdoor play equipment.

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provision

Documentation required for the safe and efficient management of the provision is in mostly place. Practice is fully inclusive and the childminder has valuable experience of caring for children with special educational needs and/or disabilities. The childminder takes all necessary steps to safeguard and promote the welfare of children in her care. For example, childminding assistants are fully vetted and receive appropriate training to ensure that they are suitable to work with children. An effective safeguarding policy is implemented and the childminder's knowledge of child protection is fully up-to-date. Thorough risk assessments are conducted and include everything with which a child may come into contact.

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provision

The childminder has developed strong relationships with parents and talks to them daily about their child during arrival and collection times. A wealth of thank you cards and testimonials show that parents value the high levels of care and education their children receive. Partnerships in the wider context make a strong contribution to children's achievement and well-being. The childminder has established good links with the local school. She routinely complements children's learning by attending parents evenings and finding out about current themes and topics. She is currently working in partnership with the local pre-school to complete the Early Years Foundation Stage progress check at age two. This helps to ensure consistency of care and education for children.

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provision

The childminder uses basic reflective practice to ensure that her care meets parents' expectations. She uses verbal exchange with parents each day and works closely with them where children have additional needs. A drive for improvement is shown by the training courses attended, and the attention to the action and recommendations set at the last inspection. However, reflective practice is not sufficiently rigorous to identify areas that require development in order to improve outcomes for children.

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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 306072 Local authority Wirral Inspection number 818764 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 11

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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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