Childminder in Liverpool

Inspection date

Previous inspection date 06/02/2013 03/12/2008

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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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder provides a safe, warm, welcoming environment where children feel happy and secure. They enjoy strong positive relationships with the childminder and with each other.  Children's early language development is given high priority. They have many opportunities to develop their speech and language and extend their vocabulary through a variety of activities songs and rhymes.  The childminder has strong proactive partnerships with parents and other early years professionals. This enables him to provide continuity of care and extend learning opportunities, so that children are well prepared for the next stage of their education.  Children's behaviour is exemplary because the childminder is clear about what good behaviour looks like and shares his expectations with children and their parents.  Children make good progress because the childminder knows and understands their starting points. He makes good observations and takes into account children's individual

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This provision is good

needs when planning for their development.

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It is not yet outstanding because

 The outdoor area is not used as well as it could be to further extend the range of play environments and experiences for children.

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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 looked at children's learning journey records, planning documentation and a range of policies, including those for safeguarding.

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Inspection activities

 The inspector observed children's play and activities, including adult-led and child- initiated activities.

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Inspection activities

 The inspector had discussions with the childminder throughout the inspection and carried out joint observations.

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Inspection activities

 The inspector took into account the views of the parents both on the day and from letters received.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. He lives with his wife, who is his co- childminder and two school aged children in Croxteth, Liverpool. The whole of the ground floor and upstairs bathroom of the house is available for childminding. There is a fully enclosed rear garden for outdoor play and activities.

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Information about the setting

The childminder works with a co-childminder and an assistant. He has the appropriate childcare qualifications and is currently studying for a degree in learning and development support. The childminder is an accredited member of the local childminding network. He receives support from the local authority. There is provision to care for children with special needs and/or disabilities.

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Information about the setting

The childminder has a partnership with the local children's centre. He takes children to and collects them from local schools and pre-schools.

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

 extend the use of the outdoor area to provide children with more play experiences in a variety of environments to further enhance their learning.

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who attend

The childminder has a very good knowledge of the Early Years Foundation Stage requirements. He makes effective use of his knowledge of individual children's abilities, likes and dislikes, to plan the educational programme. Children make good progress because the childminder provides a wide range of activities to support their development, capture their interests and extend their play. They enjoy regular outings, including trips to the local children's centre playgroups and park. Well-presented photographs and annotated observations show the enjoyment children gain from these experiences. For instance, children clearly enjoyed playing in the snow, making snow balls and snow angels during the recent snowy weather. They point to a photographic display and talk animatedly about the playgroup and trips to the library.

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who attend

Children enjoy the various areas within the setting. The soft playroom is a particular favourite with the dark tent, providing a place to hide during a game of hide and seek. Children extend their physical activity by jumping, rolling and balancing on the soft play equipment. They effectively use the resources to make cars and dens to sit in while listening to music and singing favourite rhymes. The childminder readily joins in children's play and they laugh together. Resources in the extended conservatory have been chosen by the children and there are plans and drawings in the child-friendly kitchen area, which reflect their choices. Both the kitchen and conservatory open onto the garden, however, there is scope to extend the use of the immediate outdoor environment, to enhance children's experiences further.

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who attend

Storybooks are displayed attractively, children choose their favourite books for the childminder to read. They enjoy sitting with the childminder as he reads to them. The childminder is skilled at supporting early language development using well-planned activities to encourage speaking and listening skills. An example of this is him joining the children's conversation about cars, asking questions to extend language 'where do you like to go in your car?' He repeats familiar phrases to encourage correct speech, 'yes that's a blue car like daddy's.' Children's speech is further enhanced when dressing-up and in role play, through the childminder's correct pronunciation of familiar words. Children are praised when sharing toys and helping each other to put on uniforms.

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who attend

Children confidently choose their own activities from easily accessible wide range of resources. They play together well and share toys, such as, small world people, musical instruments, building blocks and jigsaw puzzles. When completing a jigsaw the childminder effectively supports children's learning by sitting alongside and encouraging them to look at the size, colour and shape before fitting the correct piece into place. He says 'look carefully that is similar but not quire the same colour.' As a result of effective adult-led and child-initiated activities and a high level of support, children are becoming confident and active learners. When children become tired or want a rest, they confidently seek a quiet place with their comforter and blanket to have a sleep, enjoying cuddles and quiet music as they relax.

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who attend

Children's learning journey records show excellent individual observation, planning and assessment. The childminder uses the local authority document to track children's achievement. When completing the progress check at age two years, the childminder or key person, meets with parents and other professionals to assess children's development and highlight areas of need. As a result, children's progress is accurately monitored and appropriate plans are made for next steps in learning. The childminder works effectively with other professionals to support children's individual needs and this results in their individual needs being met effectively.

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who attend

Partnership with parents is a particular strength of the setting. Parents approach the childminder with confidence and share their child's early experiences. They make comments in the daily books or when bringing or collecting children and readily extend the daily activities at home. Children are being well prepared for the next stage in their learning, for example, they follow good routines, they take off their shoes on entering the setting and hang up coats and hats. In addition, they help to prepare snack and lunch, set the table, count and match colours of cups, bowls and cutlery. All of which, supports their growing independence and helps them to develop a positive attitude to learning in a variety of different ways.

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

Children settle well into the childminder's home because he and his co-childminders take time to meet families, establish relationships and gather useful information about children's likes, dislikes, routines and home culture. Children form secure attachments to the childminder as he responds to their needs and spends time listening to them. The childminder provides a warm, welcoming and stimulating environment for children. The rooms are innovative and creatively set out and resourced. Good security checks and risk assessments ensure children's safety. Children confidently explore and investigate the familiar surroundings, but also enjoy coming back to the childminder to share activities and achievements.

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

The childminder manages children's behaviour well and is supported by his co- childminders and children's parents. He is firm but fair in his approach and insists on good manners, such as saying 'please' and 'thank you', sharing toys and being kind. Children learn to respect adults and each other because the childminder is a good role model and always uses good manners. During the session, reward stickers are given for achievements, such as, tidying away activities, helping prepare meals, sitting nicely at the table and sharing games. These are eagerly received by children and proudly shown to visitors. As a result, self-esteem is raised and children are relaxed and confident in their own abilities. Children's emotional well-being is supported well because the childminder takes time to read books and talk to them about their feelings, fears and concerns. He is thoughtful and caring in his approach and relates well to children's experiences.

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

Children are provided with healthy snacks, such as, fresh and dried fruit, toast and raw vegetables. All meals are freshly prepared by the co-childminders on a rota. The menu plan provides a good nutritious balance of ingredients. Water is available all day as children have their own, clearly labelled, water bottles. Children sit at the dining table or in high chairs for their meals. They are keen to try new flavours and textures, such as, spaghetti bolognaise, Chinese stir fry, noodles and prawn crackers. Children are learning independence when using cutlery, younger children are supported using a spoon.

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

Children are well supported in their hygiene routines. They are supported to use the bathroom, learning the importance of washing their hands. Children with coughs are reminded to cover their mouth to keep the germs in. The childminder talks about germs and how they spread. Tissues are available to wipe noses and children know to use the bin for used tissues.

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

The childminder has strong relationships with parents and gives them excellent feedback and support. Parents are enthusiastic in their praise of the childminder's support to their children and families they say 'they go the extra mile accompanying us to meetings and clinics, finding out about child's needs and sharing planned activities' and 'my child's speech has really improved since being here.' Parents' share that they know their children are well supported to be ready for school when the time comes.

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provision

The childminder works with his wife, who is a co-childminder and an assistant. He has robust safeguarding and risk assessments procedures and a range of well-implemented policies in place to ensure children's safety at all times. He has completed safeguarding, first aid and food hygiene training. In addition, he has attended training in dyslexia, speech and language, common assessment and is currently studying for a degree in child development. All of which contributes to his excellent knowledge and understanding of how to meet children's individual needs.

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provision

The childminder is well supported by the local authority early years team. He has an in- depth knowledge of the requirements for the Statutory Framework for the Early Years Foundation Stage. Together with his co-workers, he delivers an effective educational programme to the children in his care because he plans effectively to support their individual needs and development and successfully tracks their progress.

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provision

The childminders work in partnership with local schools and children's centre. Staff at the school value their input as the childminder and the children visit the school in preparation for their transition. School links are further strengthened by invitations to the school and children's centre events.

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provision

The childminder has begun to evaluate his setting. He has addressed all previous recommendations and improved the layout of the setting. The childminder has made notes and included letters from other professionals and parents in his reflection. He demonstrates a strong capacity for improvement and continues to seek ways to improve his practice and the provision for children and families.

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provision

The childminder successfully mentors his assistant. He reviews the assistants input into the children's files, considers training and development opportunities and accesses funding for resources. The childminder, his co-childminder and assistant support one another very well and ensure that all children are well cared for and are treated equally. Children in his care benefit from a safe, secure, inclusive and happy environment.

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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 EY375550 Local authority Liverpool Inspection number 821380 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 16 Number of children on roll 16

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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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