Scott, Heather Erin

Inspection date

Previous inspection date 19/02/2013 Not Applicable

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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

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This provision is satisfactory

 There is an attractive, generally well-resourced playroom, which is organised, so that children can select the toys they want to play with independently.  The garden is large and children make full use of the space by running around in the fresh air. This helps them to develop a love of physical activity and so keeps them healthy.  Older children play gently with younger children and all are well behaved.  The childminder has a sound understanding of safeguarding and ensures that the environment is safe for children.

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It is not yet good because

 The childminder does not rigorously monitor children's development across the seven areas of learning or plan activities to match their learning needs, to help them to make best progress.  Parents are not asked about their children's stage of development on entry or given precise information about their overall progress on an ongoing basis. This does not effectively support them to extend children's learning at home.  There are few resources that promote children's understanding of diversity.  The childminder's evaluation of her practice lacks rigour and does not take full account of parents' views. Therefore, their ideas are not used effectively to help her improve.

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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 children and the childminder engaged in activities.

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Inspection activities

 The inspector spoke to children and read questionnaires to seek the opinion of parents.  The inspector spoke with the childminder at appropriate times during the inspection.

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Inspection activities

 The inspector examined children's learning records and a range of documents, such as, training certificates, fire drill records, enrolment forms and risk assessments.

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Information about the setting

The childminder was registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register in 2010. She lives with her parents in Southport and uses the lower ground floor of the house for childminding. She sometimes works with an assistant. There are currently six children on roll, of whom three are in the early years age range. There is a rear garden for outdoor play. The childminder walks or transports children in a car to local schools. The family has pet cats.

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must:

 make more rigorous use of ongoing observation and assessment of each child's progress against all seven areas of learning by; taking account of their starting points, age and stage of development; identifying any gaps in their learning and ensuring that activities are consistently planned to match children's learning needs  improve the two-way flow of information with parents to ensure that they receive specific information about their children's progress and encourage them to use this information to extend children's learning at home.

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

 develop the use of positive images of diversity in displays around the setting to enhance children's understanding of the wider world

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

 improve the methods for reviewing and monitoring practice by making effective use of the views of parents and children. Devise an action plan to overcome weaknesses that have been highlighted as a result of the process.

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who attend

The childminder provides a range of resources and has a sound knowledge of the seven areas of learning and so she is able to offer a broad and balanced curriculum. She helps children to think about their ideas before beginning to create paintings, by asking open- ended questions. Children practise and refine their ideas on paper before painting on canvas. Toddlers persist in kicking a ball because the childminder demonstrates how to do it and praises their efforts. Older children become fascinated when peeling a hardboiled egg, after they have been shown how. As a result, children enjoy learning and are satisfactorily supported in acquiring new skills and this helps them in preparation for school.

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who attend

Prior to enrolling, parents are asked to fill out an 'All about me' sheet, which details children's likes, dislikes and care routines. However, they are not asked about their children's stage of development and so the childminder does not have a starting point from which to effectively monitor children's development. Although, she does regularly observe children and identifies the next steps in their learning, she does not rigorously monitor their progress across all seven areas on an ongoing basis. In addition, planned, adult-led activities are not fully evaluated to identify the learning that has taken place. As a result, the childminder is not able to effectively identify any gaps in children's skills or knowledge and so does not always plan future activities to match their learning needs.

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who attend

Parents' comment that their children enjoy spending time with the childminder and that they have settled in quickly. Verbal information about how children have spent the day is exchanged with parents when they collect them. Children's learning files are available for parents to see. However, parents do not get precise information about their children's overall progress, which makes it difficult for them to support their learning at home.

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

Children enjoy being with the childminder because she is friendly and approachable. Older children are confident in her company and enjoy talking and playing jokes with her. Younger children are settled and content because she is aware from parents, of children's needs and responds appropriately to them. As a result, children of all ages are happy to play and explore independently, knowing that she is close by for support if they need it. The childminder has developed a generally well-resourced playroom, in which children can independently access most toys and equipment. Children can play in different areas. For example, they can hide in the den, read in the book corner, build on the floor or paint at the table. The range of toys to support imaginary play is good and helps children to develop their vocabulary and creativity.

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

Children play outdoors everyday. The garden is large and children make full use of the space by running around or playing football. The childminder reminds children to play safely on the climbing frame and swing. Children explain that the pond is fenced off and they can only look for frogs if the childminder takes them and holds their hand. Consequently, they are learning how to play safely and manage risks. Children say that they enjoy being in the garden and running fast. This daily activity helps children to develop a love of exercise and so promotes their health. In addition, children are offered nutritious meals and snacks, containing fresh fruit and vegetables everyday. Older children are adept at managing their own personal care and younger children are supported by the childminder. As a result, the childminder is effective in helping children to develop a healthy lifestyle.

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

Posters welcoming children in different languages are displayed in the entrance hall and there is a range of resources that support children's knowledge of diversity. However, these are limited in number. Opportunities to teach children about various cultures, abilities and beliefs are missed because there are very few positive images displayed or cultural festivals celebrated. Older and younger children enjoy each other's company and play well together. Older children gently play football with toddlers or show them how to push buttons on toys. Typical disputes over toys are resolved quickly when the childminder offers alternative suggestions and play resumes. Calm reminders by the childminder to share or take turns ensure that children behave appropriately. Children are encouraged to be independent and learn how to get along with each other, which means that the basic foundations are in place to help them to make a smooth transition to

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provision

The childminder is effective in keeping children safe because she completes regular risk assessments and has current first aid and food safety certificates. She practises regular fire drills and keeps appropriate records of accidents and any medication administered. The assistant she uses occasionally to help with school runs, is appropriately vetted. This ensures that children are cared for by suitable adults. The childminder has a sound understanding of safeguarding and can identify potential indicators of abuse. She knows how to proceed should she have concerns about children's well-being.

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provision

The childminder has a childcare qualification at level 3 and prior experience of working in childcare settings. She has a sound knowledge of the learning and development requirements of the Early Years Foundation Stage, although, observation, planning and assessment lack rigour to ensure that children make best progress. The childminder continues to develop professionally by attending training courses provided by the local authority. For example, she has booked to attend courses about monitoring children's progress and about the progress check at age two years. The childminder undertakes some evaluation of her service. However, this lacks rigour as the views of parents and children collated have not been considered and used effectively to develop an action plan to help make improvements.

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provision

Partnerships with other settings have been developed. The childminder attends a local playgroup and a childminder network group in a nearby children's centre. These groups allow children to mix with a wider range of people and also helps the childminder to share good practice and seek support if required. Although, the childminder has not looked after any children, who require additional support, the links she has with other professionals now provides the foundation for effective partnership working. This will help her to meet the needs of any future children who may have special needs and/or disabilities.

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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 EY411477 Local authority Sefton Inspection number 881889 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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Name of provider

Date of previous inspection Not applicable

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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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