Childminder in Sefton

Inspection date

Previous inspection date 28/01/2013 19/03/2012

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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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The childminder ensures that her home is clean and safe. She gives suitable priority to monitoring children's safety and making sure that they know and comply with safety rules.  Children are able to feel secure and their care is consistent because the childminder forms good relationships with them and their parents. The childminder and parents regularly exchange information about children's health and routines.  A range of outings in the local area successfully enable children to learn about their community and gain a sound understanding of the natural world.

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It is not yet good because

 Some areas of children's learning are restricted because observation and assessment is not yet robust enough to identify their full abilities and effectively plan their next developmental steps.  Partnership working is not sufficiently established to know whether or not the childminder complements the learning that takes place at home and at other settings.  Some aspects of the childminder's practice are weaker than others because she develops her knowledge, understanding and skills in areas of her choosing rather than those areas that need the most improvement; and there is scope to include the views of parents and children in the review of practice, so that they are involved in the development of the provision.

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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 conservatory.  The inspector inspected the kitchen, living room, first floor bathroom and garden.  The inspector looked at the records kept and the policies and procedures.

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Inspection activities

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

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Information about the setting

The childminder was registered in 1994. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children in a house in Kew, Southport. The conservatory and the first floor bathroom are used for childminding. The living room is available for use, if required. The rear garden is available for outdoor play. The family has a pet dog and a fenced pond of fish in the rear garden. The childminder collects children from the local school and nursery. There are currently five children on roll, three are in the early years age group, who attend for a variety of sessions and two are school-aged children, who attend before and after school. She provides care all year round from 7.30am to 6.30pm, Monday to Friday, except for family holidays.

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must:

 ensure the educational programme has depth and breadth by extending the systems to observe and assess each child's progress to cover all seven areas of learning; take account of what parents know about their child, and use this information to more effectively identify the next steps in their learning  strengthen partnership working, in order to monitor that the care and education provided is complementary to that received at home, school and other settings the children attend.

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

 improve the ways practice is monitored, evaluated and improved by using robust criteria and including contributions from parents and children when identifying priorities for improvement.

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who attend

The childminder works generally well with parents to appropriately meet the needs of children. Recently, she introduced useful 'all about me' sheets, which are now completed by parents of new children. These provide some worthwhile information, mainly about their children's physical abilities. Whenever further information is provided by parents, the childminder uses it to promote their development. However, parents are not yet actively encouraged to provide ongoing information about their children's learning at home.

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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 generally hold their attention. The childminder watches children as they play and is beginning to assess their abilities. She has started to keep some written observations and a formal system to track their 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. Children are generally working comfortably within the typical range of development expected for their age. However, the childminder relies on her judgement to re-shape tasks and improve children's learning rather than refer to guidance, such as 'Development Matters in the Early Years Foundation Stage'. She also relies too much on children developing skills in communication and

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who attend

language and in their physical, personal, social and emotional development through care practices, instead of precise teaching. Overall, children make sound progress but where children's starting points are below those of other children of their age, the gaps are not always closing.

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who attend

Children generally have the key skills needed for the next steps in their learning, including school. The childminder plays alongside children, which helps to hold their attention and suitably supports some parts of their development. For example, children chalk on large sheets of paper, which supports their early writing skills. Children develop a sound interest in literacy as they look at books and are encouraged to repeat words to increase their vocabulary. Some aspects of children's mathematical skills successfully increase as they play. They develop an awareness of shape and space as they complete jigsaw puzzles. Older children play games, involving number, such as dominoes. Children play electronic games, which successfully encourage their coordination and raise their awareness of technology. Children enjoy a variety of local visits. For example, they see different birds and animals at the pet shop and sit on motorbikes at the motorcycle showroom. They feed

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who attend

the ducks at the local pond. Children also search for bugs on walks in the local area and collect worms. They place the worms in a glass tank and observe their habits for a few days. These first-hand experiences in the local community effectively help children to understand the world in which they live.

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

All the legally required information regarding the individual needs of children is clearly recorded. Children are able to feel secure with the childminder, who uses information from parents about their likes, dislikes and routines to help them settle in. Children form warm relationships with the childminder. She plays alongside the children and supports them individually. Recent provision of a shelf unit with accessible toy boxes means that children are beginning to help themselves to a suitable range of toys and books to initiate their own play. There are a couple of books that reflect difference and diversity. However, children mainly learn about the wider world through watching children's television programmes.

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

The childminder's home is secure inside and outdoors and she gives suitable priority to the safety of children. Children have a basic understanding of risks and how to manage them. They routinely follow appropriate hygiene and safety practices. For example, they wash their hands before eating and learn safe pavement skills when on outings. Children bring lunches from home, which meet their dietary needs. They are encouraged to try new foods, such as kippers provided by the childminder. Children maintain a healthy lifestyle through regular exercise, such as walking. Older children develop good coordination as they practise climbing skills on equipment at the local park.

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

The childminder broadly prepares children for the next stage in their learning, such as nursery or school. Children develop an understanding of acceptable behaviour. They develop independence as they feed themselves and confidence as they regularly socialise with another childminder's children. The childminder promotes children's concentration and ability to follow instructions by playing games. She also promotes an interest in reading and counting in preparation for school.

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provision

The childminder's knowledge of the Early Years Foundation Stage safeguarding and welfare requirements is satisfactory. She adequately maintains records of children's details, attendance, evacuations, medicine administration, accidents and risk assessments. These records effectively support children's safety and well-being. Everyday, the childminder visually checks her home is suitable and safe for children. She also closely monitors children to keep them safe. She has a sound awareness of child protection gained through previously attending safeguarding training. She demonstrates a clear knowledge of the indicators of abuse and how to work with other agencies.

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provision

The childminder basically understands her responsibility to meet the learning and development requirements. She offers a sound range of activities, experiences and outings. These help children to make some progress towards the early learning goals but often lack challenge. The childminder recognises that she has areas where she can develop. Since the last inspection, she has been working towards a recognised childcare qualification. While this has improved some aspects of her knowledge and understanding, she has not sufficiently targeted her professional development to focus on the weaker areas of her practice. Some improvements have been made, for example, parents are now asked to contribute to the initial assessments of children's starting points on entry. The childminder has taken steps to assess children's abilities and is beginning to monitor to identify gaps in their learning and plan some suitable activities. As yet, the childminder has

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provision

insufficient information available to identify all circumstances where intervention may be needed. However, where she has identified gaps, she has taken steps to encourage parents to involve other agencies. This enables children to receive appropriate interventions and support. The childminder is open to seeking the views of others. She has a suitable form of apt questions for pursuing the views of older children and another for use by parents. However, currently, self-evaluation does not yet take account of the views of parents or children.

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provision

The childminder generally works well with parents, although, their partnership is more focused on meeting children's care needs than extending their learning and development. The childminder's exchanges of information with the other settings that children attend are similarly focused. As a consequence, it is not known whether the childminder complements the learning that takes place in the nursery and school, where some children spend most of their time.

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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 310677 Local authority Sefton Inspection number 818884 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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