Childminder in Wirral

Inspection date

Previous inspection date 28/02/2013 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 children can select the toys they want to play with independently.  The childminder has a sound understanding of safeguarding and ensures that the environment is safe for children.  The childminder is able to effectively support children's language development. Children make good progress in this area of learning.

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It is not yet good because

 Parents are not asked about their children's stage of development on entry or given precise information about their children's overall progress, on an ongoing basis.  Children's individual needs are not always effectively met, for example, regarding when children are tired and wish to sleep.  Resources to support children's understanding of the wider world and help them to develop a respect for different cultures, beliefs and abilities are not yet fully developed.

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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 observed the childminder engaging with children.

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Inspection activities

 The inspector checked all the areas of the house used for childminding and examined risk assessments.

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Inspection activities

 The inspector examined a range of documents, including children's learning records, enrolment forms, insurance and training certificates.

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Inspection activities

 The inspector engaged with children at appropriate intervals and discussed a range of subjects pertaining to her practice, with the childminder.

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Information about the setting

The childminder was registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register in 2012. She lives with her husband and their three children aged eight, six and four years. The majority of the ground floor and two bedrooms on the first floor of the property are used for childminding. There is an enclosed garden available for outside play. The childminder attends local toddler groups and is able to take and collect children from local schools and pre-schools.

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Information about the setting

There are currently four children on roll, of whom two are in the early years age range. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. She is a member of the National Childminding Association.

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must:

 establish effective systems for parents to contribute information about their children's starting points and to receive, specific information on progress and encourage parents 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:

 adapt the daily routine to accommodate the needs of individual children, for example regarding sleep routines

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

 provide a range of wider range of resources to further promote children's understanding of diversity and so extend their knowledge of the wider world.

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who attend

The childminder has a sound understanding of the seven areas of learning and she uses everyday experiences to help children learn. For example, when changing children's nappies, she asks, 'can I have your right foot?' This prompts children to copy and repeat, 'right foot'. Helping children to develop their speech is one of the childminder's strengths. She repeats what children have said and adds one or two extra words to their short sentences, pausing to allow them time to respond. As a result, children's progress in communication and language is good. Children develop an understanding of mathematical concepts from a young age because the childminder introduces numbers into play activities. She counts out blocks when children build towers and asks them, 'how many squirrels can we see?' when reading books. Consequently, young children can confidently count out loud. The progress that children make in these areas will help them in the future

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who attend

The childminder plans for individual children to ensure that they have a suitable range of experiences to promote their learning. However there are some aspects within understanding of the world where the childminder is less confident. For example, there are few resources provided to promote children's awareness of people's similarities and differences. Consequently, children are not yet beginning to learn as well as possible about a wide range of different cultures, abilities or beliefs.

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who attend

The childminder completes an initial developmental assessment for each child after they have settled into her care. This assessment considers the child's physical skills, their language and communication and how they interact with others. However, parents have not been asked to contribute to the assessment and so, they cannot share what they know about their child's development. Therefore, the childminder does not have an in- depth knowledge of each child's developmental starting point from which their ongoing progress can be measured. As a result, she is less effective in supporting each child to make progress in their learning. In addition, while the childminder informs parents each day about their child's personal needs, she does not inform them of progress in their learning. Consequently, the childminder is not effective in helping parents to contribute to their child's learning at home.

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

The environment the childminder provides is bright and attractive. The main room for play opens directly on to a large, secure garden. Inside, most of the resources are stored in baskets that are accessible to children. Consequently, they choose toys themselves and so are beginning to assert their independence. Imaginative play is well catered for. Children enjoy dressing-up, pretending to be a doctor. The childminder joins in play, showing children how to use the stethoscope and pretends to examine their ears. They delight in copying and become absorbed as they whisper into the end of the stethoscope. The childminder gets to know each child well because she asks parents to complete an 'All about me' sheet detailing their likes and dislikes during settling-in visits. Children enjoy the company of the childminder and climb onto her knee for a favourite story. They seek her out for reassurance and are calm and happy because she, generally, responds to their

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

needs. However, on occasion, the childminder distracts children, who appear tired, to prevent them from sleeping until after lunch, as this is her daily routine. Consequently, she does not always adapt her routine to accommodate the individual needs of each child.

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

Children are learning how to be healthy because the childminder teaches them about washing their hands. She says, 'when we wash our hands we use...?' and pauses, saying, 'yes, well done', when children shout out, 'soap'. The childminder is concerned about additives in food and so bakes her own bread and makes home-cooked food. Children eat well and enjoy fruit and vegetables with every meal and regular drinks of water. Most days children play in the play area close to the childminder's house on the way home from the school run. They also enjoy climbing and sliding on the climbing frame in her garden and playing in the sandpit. Raised planting beds are ready for children to plant flowers and vegetables in spring. As a result, children enjoy being active outdoors and so are developing healthy lifestyles.

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

Children are encouraged to respect others and the environment because the childminder asks them to help tidy away toys and has 'house rules' in place that are easy to understand. They all eat together after school and young children enjoy the company of older children. They are beginning to learn to share, although, the childminder is aware that this is difficult for very young children, consequently, behaviour is generally good. The childminder supports children in taking measured risks. For example, she stays close by while children learn to use steps on the climbing frame or the stairs, encouraging them to do it themselves. As a result, they are becoming active learners, who can persist with challenges.

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provision

The childminder has a sound knowledge of safeguarding because she has completed recent training and is aware of potential signs of abuse and neglect. She has certificates in first aid and food safety and has completed risk assessments for her house, garden and outings. In addition, she has a daily safety checklist in place and appropriate procedures in place for recording accidents and administering medicine. Consequently, the environment is safe and children are protected from harm. Although, the childminder has not yet looked after any children, who need additional support, she understands how to work with health professionals and is aware of sources of support. Therefore, she can appropriately signpost parents, to ensure the specific needs of children are met.

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provision

When reflecting on her practice, the childminder is beginning to monitor the educational programmes appropriately and has identified areas for improvement to benefit children. The childminder is beginning to develop partnerships with other settings, in order to share good practice. She takes children to local toddler groups and the library, which helps children to mix with different age groups of children in a busier environment. This helps them learn about their community and the wider world and prepares them for when they will eventually start school. A local authority development offers support and access to training courses.

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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 EY449837 Local authority Wirral Inspection number 882040 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 4

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Name of provider

Date of previous inspection not applicable

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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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