Childminder in Wirral

Inspection date

Previous inspection date 18/06/2013 07/02/2012

p.1

early years provision

This inspection: 2 Previous inspection: Met 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

p.1

This provision is good

 The childminder is enthusiastic in her interactions with the children. This, along with her good care routines, boosts the children's self-confidence and promotes their sense of security so that they feel safe, and play with purpose and pleasure.  The childminder has a secure understanding about how children learn and develop through their play. She ensures that children have access to a wide variety of toys and equipment to support their independent choices and play. Regular outings enable them to meet different people and visit places of interest, such as, the beach, museum and zoo, which stimulate their enthusiasm for learning.  The childminder has a good understanding of how to safeguard children. She implements effective risk assessments and safety measures to ensure children are kept safe and their good health is promoted.

p.1

It is not yet outstanding because

 There is room to improve the programme for expressive arts and design to enhance children's creativity and self-expression.  There is scope to extend the variety of information and communication technology available to the children because the ways it can be used to create problem solving situations have not been fully explored.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 During the inspection, the inspector viewed and discussed with the childminder her self-evaluation form, children's assessment and planning records, regulatory documentation regarding children's details and a sample of policies, risk assessments and safety procedures.

p.2

Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection. He joined the children and chatted with them during some of their activities throughout the morning.

p.2

Inspection activities

 The inspector observed activities in the main playroom where the children are cared for and in the garden. He checked the other areas of the home accessed by the children including the kitchen and bathroom.

p.2

Information about the setting

The childminder was registered in 2010 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her three-year-old child in a house in the Moreton area of the Wirral, Merseyside. The whole of the ground floor and a bathroom on the first floor is used for childminding. There is an enclosed outdoor play area to the rear of the property.

p.3

Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She visits the shops, park and zoo on a regular basis and collects children from the local schools and pre-schools. There are currently five children on roll, four of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 5.50pm, Monday to Friday, except bank holidays and family holidays.

p.3

Information about the setting

The childminder holds an Early Years Foundation Degree, Diploma in Nursery Nursing (NNEB) and is a member of the Professional Association of Children and Early Years.

p.3

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

 extend the opportunities and range of resources and sensory experiences to enable children to independently explore colour, texture and space; in particular, when making models, allow them to join things together and combine materials to explore concepts and ideas through their own representations

p.3

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

 extend children's opportunities to explore and operate a wider range of information and communication technology equipment, such as karaoke machines, music players and torches; and to extend the use of other resources, for instance, digital cameras and metal detectors to enhance children's problem solving skills.

p.3

who attend

The childminder's home is very well organised and provides children with a stimulating and fun place to be. The main playroom and garden are full of toys and equipment that enable the children to follow their own interests. This linked with the daily routines and good adult support enables the children to develop skills across all of the seven areas of learning. For example, children's early reading is encouraged as they seek their name cards to self-register in the morning. They practise their early writing skills as they draw and make marks on the chalk board. The childminder's gentle support allows them to develop their social skills as they take turns to use the board and learn not to cover each other's drawings.

p.3

who attend

A range of fun activities and resources suitable to meet the developmental needs of the children being cared for are as readily available outdoors as indoors. They allow the children to do things differently or on a bigger scale. For example, children challenge their physical skills as they climb the steps on the slide. They share fun imaginative experiences as they ride the tractors alongside each other and dig in the sand. Children take turns to water the plants they have grown from seed and the flowers they have potted up. Numbers, letters and labels are displayed throughout the home and garden, which helps children's developing recognition of numbers and supports their understanding that print carries meaning. The easy access to equipment is actively encouraging children's independence and fostering their imaginative and exploratory natures. For example, they participate in a puppet show, which allows them to invent stories with the animals and

p.4

who attend

develop their physical skills as they 'make the animals come alive and talk'.

p.4

who attend

The childminder engages parents when children start to gain a sense of what the children like and can do. Following a settling-in period she uses her observations of the children to create a summary that covers the prime areas of learning to act as a baseline assessment. The childminder monitors her observations and summaries of children's progress. This ensures she is aware of children's progress and where it is matched within the expected developmental bands of progress. She uses the Development matters in the Early Years Foundation Stage guidance document to support her judgements. Children's records of learning and any summaries created by the childminder are shared with parents and they are invited to add their comments. Updates about the children's learning are shared through daily journals; also the children's news book, which records significant events that have happened at home, such as a visit to get their hair cut. A progress check at age two

p.4

who attend

summary has been created and completed following consultation with parents. The childminder demonstrates soundly how she engages with other settings, such as school for those children who receive shared care.

p.4

who attend

Each week the childminder plans activities based on the children's interests and considers how she can expand these interests to provide exciting and suitably challenging activities that provide a varied curriculum. For example, children are currently interested in animals. Trips to the zoo and local activity farm have been undertaken. In the home the children talk about the goldfish and go on 'bug hunts' with viewfinders in the garden. They look at the beetle they have collected and talk about how many legs there is on a spider. To build on this the childminder provides a range of materials, such as plastic pots and pipe- cleaners and invites them to make spider models. Children enjoy using the tools and fixing things with the glue. However, the activity becomes overly-led by the childminder as she directs the children where to place the 'googly eyes' and other parts. This lessens the children's independent creativity and prevents them from fully exploring their own ideas

p.4

who attend

and interpretations. Nevertheless, it is acknowledged that there are some occasions when they follow their own ideas. For example, later in the day when offered paints the children proudly paint a 'pink spider'. The good support and daily routines provided by the childminder promote the children's positive attitudes towards learning. This is helping them develop the skills needed for the next steps in their life, such as school. Throughout the day children are busy and demonstrate a developing ability to concentrate and focus on tasks. For example, those aged three years, self-select and fit together several jigsaws. Children talk with pleasure about comparisons of events in their life and those in their favourite books and stories. For example, how they have visitors to their home. Younger children help to get ready for snacks, and with the locating of toys. Children show an interest in the information and

p.4

who attend

communication technology, such as the laptop used by adults. There is some equipment to support this interest, such as a child's first laptop and several items of play equipment that they can use in their role play situations.

p.5

who attend

On outings the childminder ensures that children see and come into contact with a range of technology. For instance, the digital screens at the ferry terminal and a digital camera. She takes pictures of the children to record what they have been doing and many are displayed in the playroom. As a group, they discuss what they have seen or been doing and fix the pictures to the map of the zoo on the wall. However, the childminder has not considered how she could extend the use of such equipment. For instance, by extending the range of equipment for children to explore and use independently, such as cameras, torches and transistor radios.

p.5

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

Children have formed strong bonds with the childminder, which means they are relaxed and happy in her care. She is familiar with their individual needs and is able to identify when they are hungry or need attention. The engagement of parents when children start is well organised and provides a good base with which she plans her care routines. The ongoing sharing of information means she keeps up-to-date with their current needs, such as if they have been up early or their particular dietary preferences or health needs. This promotes the children's good health and underpins their well-being, which allows them to make good progress in their development.

p.5

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

The prime areas of learning are well fostered in all areas and contribute to the children's developing independence and next steps in life. The childminder is attentive and watchful of the children so that they are kept safe in her care. She supports them well to gain a sense of keeping themselves safe as they play or go about their daily routines. For example, she reminds them that only one child may play on the trampoline so they do not bump heads. The childminder stays close enough to protect children, but allows the children to gain a sense of taking a risk. They climb the steps on the higher slide and enjoy the fast return as they travel back down. She combines the children's developing safety and physical skills by allowing them to cut up peppers to add to their pizza. They pour their own drinks and she talks about the drinks providing refreshment and the vegetables being good for their health. Children are confident and learning to understand

p.5

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

about the hygiene procedures to follow to promote their own health, such as hand washing before eating and after handling the beetles. The home is clean and good hygiene practices are followed to minimise the risk of infection. Children enjoy regular outings to open spaces, such as the beach. The range of outdoor play equipment in the garden means children have plenty of opportunities to be active and use their larger muscles.

p.5

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

Children are well-behaved and show respect for each other, and they share and play well together. The gentle support and good explanations provided by the childminder help them to understand why their actions may not be appropriate. For example, she explains why they should take their time when following each other up the steps on the slide. Good resources, such as books and dolls that represent the diversity within today's society, contribute to the inclusive environment. Regular activities linked to the celebrations of other cultures and beliefs, such as Diwali and Chinese New Year, are provided. They act as ways for children to explore and make comparisons in the similarities and differences of their own beliefs and cultures and those of other people. This helps them to develop positive attitudes towards difference and learn that not all children will enjoy the same things. The childminder demonstrates a good understanding of the ways she works with

p.6

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

other professionals or services to promote the individual needs of children. Children are supported well to develop the skills essential for future learning and are prepared for the transition to pre-school, nursery or school.

p.6

provision

The childminder demonstrates a sound understanding of the requirements of the Statutory framework for the Early Years Foundation Stage. Documentation is suitably organised and she organises her home and daily routines effectively to ensure that children are well supported and kept safe. Risk assessments are conducted and enhanced through the regular daily checks of the areas of the home that she uses to care for the children. Consequently, they receive good quality of care and learning. She has relevant policies for the safeguarding of children and displays such information in her home. The childminder is conversant with the indicators of abuse and neglect. She is able to demonstrate fully the steps she should take to report any concerns she may have about the safety and well- being of a child.

p.6

provision

The childminder undertakes self-evaluation of her service and uses this to identify areas for improvement. For example, improvements to her home that would benefit and enhance the comfort for children, such as the refurbishment of the ground floor toilet. The childminder seeks the views of parents via questionnaires and maintains links with the early years support workers. This helps her keep fully informed about changes or improvements to practice. Training events, such as workshops to regarding changes to the learning and development requirements have been attended. First aid and food hygiene training has been completed and is up-to-date. Children's views are sought as they are able to make decisions during their day. For example, they are consulted and their views acknowledged when they choose to stay outdoors to play. The childminder brings the craft activities set out indoors outside so they can still participate in them should they wish to

p.6

provision

The childminder works closely with parents. She ensures that good information about her service is displayed in the hallway and playroom within her home. This includes weekly menus and the children's activity schedule. Policies and other information are shared when children first start so parents have a better understanding about how she operates her service. Additional information is shared through daily chats, news books and the children's learning records and assessments. The childminder engages with schools to support children's transitions and she has previous professional experience of working with wider services. This helps her to support children who have identified needs and help them close gaps in their learning based on their unique starting points.

p.6

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

p.7

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.

p.8

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.

p.8

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.

p.9

Setting details

Unique reference number EY410200 Local authority Wirral Inspection number 817787 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 5

p.9

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.

p.9

Type of provision

For the purposes of this inspection the following definitions apply:

p.9

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.

p.9

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.

p.9

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.

p.10

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,

p.10

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’.

p.11

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.11