Childminder in Wirral

Inspection date

Previous inspection date 07/03/2013 07/10/2008

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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

 Children's individual needs and preferences are known and catered for, which ensures they remain happy and settled in the childminder's home.  Children's welfare is promoted because the childminder ensures that they are kept safe and uses appropriate equipment to minimise risks in the home and on outings.  Children enjoy a range of age appropriate activities which engage them and promote their overall development.

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It is not yet good because

 There is scope to build on the use of observation and assessment in order to ensure children's progress is consistently maximised through activities that are more closely linked to their identified next steps in learning.  Children's understanding of how to keep themselves safe in an emergency is not sufficiently developed. This is because evacuations are not carried out regularly as part of the routine to ensure children gain knowledge of the appropriate action to take.  Self-evaluation is yet to ensure that all weaknesses and priorities for improvement are identified. This means that some areas for development have been overlooked or are yet to be developed to benefit the children who attend.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 undertook a tour of the premises.  The inspector observed children's play and learning.

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Inspection activities

 The inspector reviewed documentation and discussed children's learning with the childminder.

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Information about the setting

The childminder was registered in 2002 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband who acts as a part time assistant in Prenton and uses the whole of the ground floor for childminding. The rear garden is not currently being used for childminding. Another assistant also works with the childminder on a part-time basis.

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Information about the setting

The childminder is a qualified nursery nurse. She attends child development sessions with the children. She visits the local shops and park on a regular basis. She collects children from the local schools and pre-schools.

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Information about the setting

There are currently six children on roll, three are in the early years age group who attend for a variety of sessions and three are school-age children who attend before and after school. The childminder operates all year round from 7am to 6pm, Monday to Friday, except for family holidays and bank holidays. The family has a pet dog.

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must:

 improve observation and assessment of children's learning in order to ensure children's progress is consistently maximised through activities that are more closely linked to their identified next steps in learning.

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

 enhance children's knowledge of how to keep themselves safe through more regular opportunities to practise the fire evacuation procedures

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

 extend self-evaluation to ensure all weaknesses and priorities for improvement are identified.

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who attend

Children are provided with a range of activities and experiences which support their development across the seven areas of learning and prepare them for their eventual move to school. The childminder has a satisfactory understanding of the Statutory Framework for the Early Years Foundation Stage, and she ensures that children's individual interests and preferences are catered for. Children select from a range of age-appropriate resources and a mix of adult-led and child-initiated activities. These support their satisfactory progress towards the early learning goals. Children spend much of their time in the designated playroom where they are able to move around freely and select from the variety of resources available. This promotes their independence and decision making skills.

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who attend

The childminder has a development file in place for each child in the early years age group. She collects photographs, observational comments and examples of children's art work to show the activities children enjoy and the progress they make. While the childminder openly discusses children's welfare and progress with children's parents, she has yet to engage them further in their children's learning by sharing the development files. Through self-evaluation the childminder has identified that her current observation, assessment and planning requires some revision to ensure she supports children to make the best possible progress. However, changes to practice have yet to be fully implemented. She identifies next steps in children's individual learning but is yet to ensure that these are considered within all of the activities she provides. This means that learning potential is not consistently maximised, although children do enjoy their play experiences.

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who attend

The childminder sits with the children at the table and provides a selection of fresh fruit for them to explore. She encourages children to think about the texture, weight, colour and smell of the fruit by asking questions and guiding the children's learning. After cutting it into pieces and discussing the names of each fruit the children enjoy tasting it. The childminder encourages them to think about and use appropriate words to describe how the fruit tastes. Children sit together at the low level table as they thread coloured cotton reels to make patterns. The childminder and her assistant ask the children questions, such as, what colours they are using and support them if they are unsure. Children are helped to develop their knowledge of number and counting skills as the adults working with them support them to count how many they have used.

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who attend

Children play imaginatively together in the play house, developing their social skills and re- enact everyday situations. The childminder provides other role play equipment such as dressing up, dolls, prams and the play kitchen, and encourages children to develop their imagination and creativity. Children build with various types of construction equipment and talk to the childminder about what they are creating. They develop their small muscle skills as they explore making marks with a variety of materials. Painting, colouring, stamping and sponging are frequent activities which the children take part in, encouraging their creativity. The childminder uses activities to support children's learning in preparation for school, for example, encouraging them to recognise and attempt to write their names.

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who attend

Babies and younger children are provided with age appropriate equipment such as soft toys, building blocks, rattles and musical equipment. They explore the sounds they make and develop their small muscle skills as they play with the instruments. Children develop their walking skills as they have opportunities to pull themselves up to standing position on low level furniture and sturdy toys. Children enjoy making music on the baby piano and spend some time in the baby walker. They enjoy the independence this gives them as they move around the playroom. All children enjoy story time with the childminder and her assistant. Children can select from a range of books and the adults working with them are aware of their favourite stories. Children's communication and language skills are developed as they enjoy singing action rhymes and the childminder encourages older children to extend their vocabulary through experiences such as fruit tasting, baking and

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

Before children start to attend at the childminder's home, she has discussions with parents regarding children's individual care needs. The childminder records all necessary information and gathers appropriate written consents from parents. Individual routines and preferences are known and catered for, such as medical or dietary needs, and the childminder has a personal knowledge of each child she cares for. This helps children to settle in and aides the transition between home and the setting. Children are developing a satisfactory understanding of health and safety. For example, children are encouraged to eat a range of healthy foods and snacks, such as fresh fruit, toast, sandwiches and home cooked meals. Children are offered drinks of juice and water and older children begin to develop some independence as they are supported to pour water from a jug into their own cups.

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

Children take part in regular physical exercise, such as walking, moving to music and visiting parks. Routines are in place to support children's understanding of hygiene, such as washing hands after using the toilet and before eating. Children begin to learn about road safety when out and about, and the childminder uses safety restraints when walking with children to keep them safe when they are near busy roads. A fire evacuation procedure is in place and children occasionally take part in emergency evacuation practises. However, the frequency of these does not ensure children develop a secure understanding of the actions to be taken in an emergency situation.

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

Children learn about the wider world through discussion and activities. Resources, such as books and dolls, spending time in the local community and celebrating various cultural festivals help children to learn about diversity. Children develop an understanding of other's needs and are encouraged to respect each other. For example, children are reminded to share toys fairly, and older children are taught to understand about being gentle around babies. Children are reminded of their role in helping to tidy away toys and resources before they move on to a different activity. This helps them to respect the equipment and develops their understanding of how accidents can be prevented through maintaining a safe environment.

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provision

The childminder demonstrates a satisfactory understanding of the Statutory Framework for the Early Years Foundation Stage and provides children with activities and experiences which support their general learning and development. She has a clear understanding of the safeguarding and welfare requirements. Policies and procedures are in place and are shared with parents, which ensure they are suitably informed of how the service operates. The childminder maintains all required documentation for the safe and efficient management of her childminding service. Relationships with parents are in place to ensure that children's care and welfare needs are known and catered for. Discussions regarding children's ongoing progress take place verbally to keep parents suitably informed. The childminder has established satisfactory relationships with other early years settings that minded children attend. She engages in discussions regarding children's general welfare

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provision

and development, which promotes continuity for them.

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provision

The childminder protects children from harm by ensuring her home is safe, supported by the risk assessments she carries out. She uses equipment in the home and on outings to protect children from harm. For example, safety gates, socket covers and fire guards are used to minimise risks to children. The childminder and her assistant hold current certificates in paediatric first aid and maintain a record of any medications administered or accidents that occur. This effectively promotes children's welfare.

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provision

The childminder has taken steps to improve most of the areas for development raised at the last inspection. For example, her knowledge of safeguarding children has been developed, accessing a training course in this area last year. She has a suitable range of equipment for all children who attend and continues to purchase further resources when appropriate. However, some areas raised for improvement still require further development. For example, building on the use of observation and assessment to ensure children's learning experiences are maximised. While the childminder does reflect on her practice she is yet to ensure that all weaknesses and priorities for improvement are identified. This means that some areas for development that would benefit children have been overlooked, such as involving parents more in the development files she has created to enhance children's learning. That said, the childminder has identified that she would

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provision

like to attend training in the Early Years Foundation Stage and develop the garden area in order to support children's learning and development further.

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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 action. 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 EY242254 Local authority Wirral Inspection number 819659 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 8 Number of children on roll 6

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Telephone number

set out in the guidance ‘Complaints procedure: 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, which are usually the childminder’s 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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