Childminder in Knowsley

Inspection date

Previous inspection date 19/12/2012 23/09/2008

p.1

early years provision

This inspection: 3 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 2 The effectiveness of the leadership and management of the early years provision 3

p.1

This provision is satisfactory

 Children enjoy a warm, caring relationship with the childminder and her family. They are supported well to consider the needs of others and play alongside each other.  Children play in a spacious, welcoming home, which provides a range of experiences that develop their growing independence. Children are competent at managing their personal needs relative to their ages.  The childminder provides children with independent access to a sound range of toys and books in her thoughtfully organised home. This enables children to be active, independent learners. Children's speaking and listening skills are promoted particularly well through play and everyday experiences.

p.1

It is not yet good because

 Children's learning is restricted in some areas because observation and assessment is not yet robust enough to identify whether children are making as much progress as they can in all areas and to plan accordingly; parents are always actively encouraged to share information about their child's achievements at home.  Children's safety is hindered because when changes occur, the risk assessment is not always sufficiently reviewed to ensure that potential hazards are minimised.  The childminder's records are not always accurately maintained. As a result, there are occasional gaps in information relating to children's details, attendance, accident and medicine administrations, which potentially impacts upon their well-being.

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 children's activities in the living room and kitchen.  The inspector inspected the bathroom and garden.  The inspector looked at the records kept and the policies and procedures.

p.2

Inspection activities

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

p.2

Information about the setting

The childminder was registered in 2001 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with three of her adult children, son-in-law and granddaughter age 13 years in Knowsley Village. She uses most of the ground floor and the rear garden for childminding. The childminder has a dog and a rabbit as pets. The childminder attends a toddler group and visits the park on a regular basis. She collects children from the local schools and pre-schools. There are currently five children on roll, of whom three are in the early years age group and attend for a variety of sessions. Two are school-aged children, who attend before and after school. She provides care all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. She is a member of the National Childminding Association.

p.2

must:

 extend the systems to observe and assess each child's progress to cover all seven areas of learning, taking account of what parents know about their child, and use this information to identify the next steps in all areas of their learning  ensure the procedures for assessing risks to children's safety are clear by reviewing the environment regularly and removing and/or minimising risks, such as access to the boiler  improve the way in which essential records are maintained. For example, ensure that attendance records are accurately kept and that information relating to accidents and medication is appropriately recorded.

p.3

who attend

The childminder works generally well with parents to appropriately meet the needs of the children. Recently, the childminder has introduced very useful 'all about me' sheets, which are now completed by parents of new children. These provide valuable information about their children's physical abilities and their progress so far in personal, social and emotional development and communication and language development. The childminder is beginning to use these, where completed, to help identify children's starting points. Whenever further information is provided by parents, the childminder uses it to promote children's development. However, parents are not yet actively encouraged to provide ongoing information about their child's learning at home.

p.3

who attend

The childminder has created learning journals for each child in which she has some written observations, photographs and a formal system to track progress. While these are available for parents to view, the information contained is not of good quality. Therefore, this information alone does not keep parents well informed about children's progress. The childminder undertakes observations and assesses children's progress. However, the information gained is not robust enough to ensure that children are always sufficiently challenged, across all areas of learning, to make as much progress as they can. Therefore, children are developing stronger skills in some areas, such as communication and language. The childminder makes good use of her natural ability to skilfully question children during activities, in order to re-shape tasks and improve their learning.

p.3

who attend

The childminder has a warm and caring relationship with the children. She uses her good knowledge of children's personalities to provide a suitable range of activities that capture their interest and hold their attention. She plays alongside children and supports their language development particularly well. Babies and children sit closely with the childminder to look at books, which inspires a love of reading. The childminder also encourages children to use books to find things out, for instance, to check whether the toy animal is a pig or a bear. Children's language development is effectively fostered as they play guessing games. For example, the childminder gives verbal clues and the children guess what is on the picture card. Children draw and make marks with pens, which effectively promotes their early writing skills.

p.4

who attend

Some aspects of children's mathematical skills also successfully increase as they play. They develop an awareness of shape and space as they complete jigsaw puzzles. They count five beats and one beat as they copy the tune played by the childminder on a musical instrument. Babies and children explore technology as they push buttons on toys that activate sound and light. Children's progress in the prime areas of learning ensures that they have the key skills needed for the next steps in their learning, including school where appropriate.

p.4

who attend

Overall, children make sound progress in their learning and development. However, in some areas, children make good progress due to the childminder's instinctive understanding of how they learn best through play. She is making increasing use of the Early Years Foundation Stage guidance to identify what children need to learn next and to sufficiently support the planning of activities.

p.4

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

Children are able to feel very secure with the childminder, who takes care to ensure that she obtains information from parents about their likes, dislikes and routines. The childminder acknowledges the verbal and non-verbal communication of babies and children. She plays alongside the children and supports them individually. She actively encourages children to make relationships with each other. Children easily help themselves to a suitable range of toys and books, which enables them to successfully initiate their own play. Some books reflect difference and diversity and help children learn about the wider world.

p.4

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

The childminder effectively promotes children's self-confidence and their desire to explore. Indoors, her home is stimulating and welcoming. She has self-identified plans to develop outdoors, in order to support children's all-round development and emotional well-being. Children develop independence as they feed themselves and make attempts to fasten their coats before going outside. The childminder allows children time to use the toilet on their own but knows when to offer help.

p.4

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

Children demonstrate that they feel safe and secure with the childminder as they happily investigate toys. Children effectively learn about hygiene and safety issues through routines, stories and planned experiences. They demonstrate a developing awareness of safety as they play imaginatively with the fire engine and small figures. They learn safe pavement skills when on outings. Children's nutritional needs are well met as they eat toast for snack and wholesome lunches, either made by the childminder or brought from home. They talk about healthy eating and are clearly aware of the benefits of drinking water. Children behave well in line with their age and stage of development. They maintain a healthy lifestyle through regular exercise, such as walking and playing in the park. Older children develop good coordination as they practise climbing skills on equipment at the local park.

p.5

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

When required, the childminder makes positive links with professionals from other agencies to support children with special educational needs and/or disabilities. The childminder thoughtfully prepares children for their next stage of learning, such as nursery or school. For example, she familiarises children with the nursery building by purposefully taking them to the toddler group in the same building. Children talk about emotions as they look at books themed around starting nursery and school. They develop confidence and independence as they socialise with others at toddler group and rhyme sessions at the library.

p.5

provision

The childminder's knowledge of the Early Years Foundation Stage safeguarding and welfare requirements is satisfactory but her record keeping is of mixed quality. She has useful ways for keeping records of children's details, attendance, evacuations, medicine administration, accidents and risk assessments. However, there are gaps in the information as she does not keep them consistently. Therefore, the records do not always effectively support children's well-being. On the other hand, in practice, she closely monitors children to keep them safe. She has a sound awareness of child protection gained through regularly attending safeguarding training. She demonstrates a clear knowledge of the indicators of abuse and how to work with other agencies.

p.5

provision

Everyday, the childminder follows a useful checklist to help her visually check her home is suitable and safe for children. However, sometimes hazards are not successfully identified and minimised. For instance, acting on advice from the gas engineer, the door preventing children's access to the kitchen boiler has been removed. While the childminder closely supervises the children, no alternative way of preventing children from touching the boiler has yet been sought.

p.5

provision

Since the last inspection, the childminder has made steady progress to develop a service that meets the unique needs of each child with increasing effectiveness. Recently introduced systems enable parents to contribute to initial assessments of children's starting points on entry. The childminder recognises her strengths and some areas where she can develop. She is beginning to identify further areas for development and has some appropriate self-identified plans for further improvement. She is open to the views of parents and other professionals, which demonstrates she has a sound capacity to maintain continuous improvement. The childminder has long standing familiarity with the providers of other settings that children attend. She attends 'special assemblies' and represents parents at some school events. She is developing this relationship to better support children's learning and development.

p.5

The Childcare Register

The requirements for the compulsory part of the Childcare Register are

p.6

actions)

The requirements for the voluntary part of the Childcare Register are

p.6

To meet the requirements of the Childcare Register the provider must:

 undertake a risk assessment of the premises and equipment, immediately where the need arises; ensure that all necessary measures are taken to minimise any identified risks, for instance, to prevent access to the boiler (Suitability and safety of premises and equipment). (applies to both parts of the Childcare Register)  take action as specified in the compulsory part of the Childcare Register (Suitability and safety of premises and equipment).

p.6

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.7

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.7

Setting details

Unique reference number 960287 Local authority Knowsley Inspection number 819468 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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.8

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.8

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.8

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.8

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.8

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.9

Type of provision

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

p.9