Ali, Rifhat

Inspection date

Previous inspection date 07/06/2013 01/12/2010

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The childminder provides a safe, warm, stimulating environment where children feel happy and secure. Consequently, they form strong positive relationships with the childminder and with each other.  Children's early language development is given high priority. They have many excellent opportunities to develop their speech and language and extend their vocabulary through a variety of activities. As a result, they become confident learners.  Children make very good progress because the childminder knows and understands their starting points. She makes excellent observations and takes into account the children's individual needs when planning for their development.  The childminder has very effective, proactive partnerships with parents, carers and other early years' professionals. She provides excellent continuity of care and expertly extends learning and development opportunities. This ensures that children are

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This provision is outstanding

extremely well prepared for the next stage of development.  Children's behaviour is exemplary because the childminder is an excellent role model. She has high expectations of children's behaviour, shares her ethos with children and their families.  The childminder is inspirational in her practice and has an excellent capacity to maintain her high expectations and achievements.

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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 looked at children's learning journey records, planning documentation and a range of policies, including those for safeguarding.  The inspector considered the range, relevance and accessibility of resources.

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Inspection activities

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

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Inspection activities

 The inspector talked 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 parents and other professionals from comments and letters received.

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Information about the setting

The childminder was registered in 2010 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three adult children in a house in Wavertree, Liverpool. She works with her daughter, who is also a registered childminder. The ground floor, first floor bathroom and the rear garden of the house are used for childminding.

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Information about the setting

The childminder attends a variety of groups and activities at the local library and Children's Centre. She visits the shops and park on a regular basis. She takes children to, and collects them from, local schools and pre-schools.

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Information about the setting

There are currently 11 children on roll, seven of whom are in the early years age group. Children attend for a variety of sessions. The childminder operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays.

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Information about the setting

The childminder holds a level 3 qualification in childcare, she provides funded places for 2- , 3- and 4-year-old children. She is an accredited member of the local childminding network.

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

 develop the already good cycle of observation planning and assessment. Use the information gathered to further challenge the high achieving children in the childminder's care.

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who attend

The childminder has an excellent in depth knowledge of the Early Years Foundation Stage and how children learn. The play areas contain a wide range of high quality resources, which are well labelled and accessible to the children. The childminder provides rich and varied experiences, such as trips to the theatre, outings to, and with, the local children's centre, library sessions, the park and local places of interest. These activities capture children's interests, challenge their skills and extend their play. As a result, children are highly motivated and eager to learn. Children readily select activities and share them with each other. They are keen to share their visit to the theatre. Children sing songs and find pictures of the characters they have seen. They complete number jigsaw puzzles, share books and play in the pop-up ball pool. As the children play, the childminder skilfully intervenes to extend their play and increase their language skills. For instance, when

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who attend

counting, the childminder asks questions, such as 'how many more can you find? And what will happen if I take one away?' This gives children the opportunity to think critically and problem solve through their activities. Children further extend their interests by using the computer for music and movement time. They select a favourite song, join in singing and repeat the actions. Children show concentration and sheer enjoyment while following the programme. The childminder gives effusive praise and encourages further involvement by extending the actions and adding 'silly' voices. In this way, children learn to use their bodies to interpret music.

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who attend

The childminder has a very strong focus on language acquisition. She prepares well for children with difficulties in this aspect of their development. She caters for children with English as an additional language and uses her skills to sensitively introduce new vocabulary and encourage language development. The childminder is fluent in several languages, she interprets home language and repeats words in English, for instance, when a child says 'Ni ni' she repeats 'yes you are hungry we will have dinner soon'. She talks about everyday routines and what children are doing as they play. As a result, children make excellent and rapid progress in a relatively short period of time. Their vocabulary increases and they begin to speak with confidence.

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who attend

When playing outdoors, the children enjoy planting, watering and caring for a variety of plants and seeds. They use a watering jug effectively and name plants as they water. Children talk about the colour and size of the plants and what will be produced, such as apples from a small tree. They show persistence until every plant is watered. They mark make with water and large paint brushes using the wall and pavement to express their ideas. They comment on spiders and ants in the garden as they play. The childminder readily supports their learning by encouraging them to look closely at the bugs and talk about what they can see. In this way, children are learning about the natural world and its needs. Pedal bikes are effectively used to extend physical attributes, such as pushing and balancing. This follows on from a session in the children's centre earlier in the week.

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who attend

The childminder maintains excellent individual 'learning journeys' for each child that gives details of what they can do and their next steps for learning. She meets with parents before their children start and collects useful information about all areas of their development, including cultural, medical and dietary needs. Each child's starting point is noted on a tracking sheet. Planning is based on the child's interest and stage of development. Personalised, well annotated, observations are enhanced by photographs and examples of achievement in each area. The childminder, and her co-childminder, moderate their observations of children's activities and carefully link these to the Early Years Foundation Stage and next steps for learning. However, there is scope to further enhance the teaching programme to further meet the needs of the high achieving children at the setting.

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who attend

Assessment is clear, precise and includes all those involved with the children. The childminder makes good use of the progress check at age two years when recording achievements. The files are regularly shared with parents and other settings. She gives excellent feedback to parents on a daily basis, so that they know what their child has done during the day. Links with local schools and other settings enable children to share resources and attitudes of learning with a wide range of children. As a result, children make rapid progress in relation to their starting points and are very well prepared for the next stage of learning and development.

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

Children settle well into the setting because the childminder and her co-childminder take time to meet families and establish relationships at an early stage. She understands children's likes and dislikes and their cultural backgrounds and needs. The warm welcoming and stimulating environment provides children with areas for noisy play and for relaxation. The rooms are well resourced with a wide range of activities for children to share. Children form very good relationships with each other and express their feelings with a smile or a hug. They say that they are best friends. The childminder has a key person system in place. She is highly skilled in helping children to form secure emotional attachments as she takes time to listen to, and get to know, each child individually. Children confidently explore and investigate their surroundings but also seek the childminder to share and support learning. When completing jigsaw puzzles, they bring

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

her to see the completed activity and they enjoy a time of praise and encouragement. This enables children to gain confidence and self-esteem. Children display exemplary behaviour because the childminder has high expectations and is an excellent role model. The childminder is consistent and fair in her approach to children and treats them with respect. She insists on good manners such as saying 'hello' to visitors and offering a handshake, using 'please' and 'thank you,' sharing toys and being aware of the needs of others. When children are resting, she encourages quiet activities and calmness.

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

Children are provided with a wide range of nutritious healthy meals and snacks prepared daily by the childminder and her co-childminder on a rota basis. Water is available both inside and outdoors. Children readily access their own cups and ask for a refill as needed. The menu plan is shared with parents and dietary needs are well met. Children sit at the table for meals and snack and enjoy fruit and sliced vegetables. At lunch, soup is enhanced with toast fingers or bread and salad. Children confidently choose their favourite foods and are encouraged to try different flavours, such as pepper and cucumber. Children with special educational needs and/or disabilities are expertly supported while eating and drinking. They are learning to be independent. Children use cutlery well and are supported to serve their own soup and cut toast. They manage their own hygiene very well. Children are escorted to the upstairs bathroom to ensure safety on the stairs. They

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

confidently use the bathroom and wash their hands using their own towel for drying. When sneezing, children call out 'bless you' and use tissues and dispose of them in the bin. They talk about germs and the need to wash their hands before eating and after playing outside.

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

The childminder takes children on regular outings to local parks to enable children to extend their physical activities on large play equipment. This enables them to develop their skills in climbing, jumping, balancing and running. Attending play sessions in the library and children's centre, further enhances children's physical development. They learn to take risks in familiar environments and as a result, they are kept safe and enjoy their extended activities.

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

The childminder has very strong relationships with parents and gives excellent support to families of children in her care. Parents are effusive in their praise of the care and support, which they receive from the childminder and her co-childminder. Parents' comment that their children are 'very well prepared for school because the childminder visits schools and shares information' They value the childminder's understanding of the children's needs 'she knows my child in depth. When she comes home, my child copies the childminder, she talks like her and uses her actions'. 'Our child has become so sociable and independent since attending childminder's, we are so proud.'

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provision

The childminder works with her daughter, who is also a registered childminder. Their ethos and approach are inspirational. As a result of her experience in early years settings, the childminder appreciates the qualities of good leadership and has set high standards for herself and the children in her care. Together, the team have the drive and determination to achieve excellence and maintain this over a long period of time. The childminder fully understands her responsibility to make sure that her provision meets the requirements of the Early Years Foundation Stage. She has effective, robust safeguarding, risk assessments and a range of policies and procedures in place to ensure children's safety at all times. Parents are given copies of the policies in a clear handbook, which sets out the ethos of the setting. All staff working with children are subject to disclosure and barring checks and are safe to work with children. The childminder has completed all the required

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provision

training plus a range of courses to enhance her provision, such as Health and Safety at work, Special Educational Needs and Tot's Talk. She is a lead practitioner in the local childminding network and is working towards accreditation from the local authority. The childminder regularly supports other childminders, plans and delivers sessions at the local children's centre. As a result, the childminder together with her co-childminder deliver an in-depth, effective educational programme.

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provision

Observations, planning and assessments are very precise and detailed. Children's progress is effectively monitored, moderated and tracked. This ensures early identification of children's needs and continued improvement and achievement in all learning areas. The childminder takes very positive steps to support individual needs and works effectively with parents and other professionals to ensure that children's needs are well met. Through partnerships with local schools, the childminder effectively prepares children for their next steps in learning. She facilitates visits and supports families, shares information and attends school events. This gives children a very positive attitude towards change and allows them to progress easily to the next setting.

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provision

The childminder and co-childminder effectively evaluates the setting. Previous recommendations have been fully addressed and there are no longer any concerns. Her self-evaluation includes comments from parents, early years' professionals and other support staff. It is a working document, which sets out clear targets for improvement and plans for the future. These include extending the provision and actively looking for larger, possibly commercial, premises. In this way, the childminder shows excellent knowledge and understanding of her role. Children in her care benefit from a safe, secure, inclusive and happy environment. The childminder has a very strong ethos and clearly demonstrates a strong capacity to continue to excel in all areas of her provision.

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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 EY412083 Local authority Liverpool Inspection number 875478 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 11

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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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