Childminder in Knowsley

Inspection date

Previous inspection date 21/05/2013 20/05/2010

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early years provision

This inspection: 2 Previous inspection: 2 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

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This provision is good

 The educational programmes have good breadth and depth across all seven areas of learning. The childminder has a secure understanding about how children learn and develop through their play so that children are enthusiastic and willing participants in their learning.  The childminder promotes the health and safety of the children in her care well. She supervises them effectively and has fully risk assessed her home and when on outings so children's safety is promoted across all aspects of her care.  The fun and caring way the childminder interacts with the children helps them to form strong bonds, which promote their sense of security and well-being. She obtains and shares good information about children's needs and provides regular summaries of children's progress.

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It is not yet outstanding because

 There is scope to provide more opportunities for children to explore music and movement, such as by introducing children to music from around the world and encouraging them to discover different ways of moving their bodies and expressing themselves.  The ways for the children to use a wider range of information and communication technology in problem-solving situations has not been fully explored.

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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 viewed and discussed the childminder's self-evaluation form and practice; children's assessment and planning records; regulatory documentation regarding children's details; a sample of policies, risk assessments and safety procedures.

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Inspection activities

 The inspector held discussions with the childminder, observed the children present and talked to them during snack times and their free play. He spoke to some of the parents as they collected their children.

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Inspection activities

 The inspector viewed the toys and equipment, the areas of the home being used for childminding and the rear garden.

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Information about the setting

The childminder was registered in 2006 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged 16 and 10 years in a house in the Huyton area of Merseyside. The whole of the ground floor is used for used for childminding. The childminder is not currently using her garden but ensures that she takes children out to parks and other open spaces on a daily basis. The family has a pet cat.

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Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She visits the shops and collects children from the local schools and pre-schools. There are currently eight children on roll; four of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays.

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Information about the setting

The childminder holds a childcare qualification at level 3 and is a member of the Knowsley Approved Childminder Network and the Professional Association for Children and Early Years.

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

 extend the ways which children can learn to move and handle their bodies, for example, by providing them with scarves, streamers and additional musical instruments, so that they can respond spontaneously to music; add inspiration by providing a range of music from a variety of cultural backgrounds

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

 explore additional ways to use the good range of information and communication technology equipment available, by: considering how children can explore the ways that the equipment works and how to use it safely; further enhancing the children's critical thinking, for example, by using the digital camera for sequencing activities.

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who attend

Children play happily in this home. They have access to a wide range of toys, activities and resources that are attractively presented and support their development well. The ease of access and inviting way they are presented means children play with purpose and make lots of choices about what and where they play. The childminder use lots of different resources to encourage children to explore their learning in different ways. For example, children's developing early writing skills and creativity is fostered through access to paper and crayons attractively stored in a lidded wicker basket. On the wall nearby is a large board with different shaped lines which children use to practise and extend their pencil control. Chalk boards, easels and access to paints and other creative media are provided daily. This helps children to build on their current skills and try things in different ways.

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who attend

The childminder's home is rich in printed labels, numbers, visual images and she has a good range of books. She ensures that children's communication and language and literacy is encouraged. For example, they sing songs and create their own stories about a favourite book which features a monster in the woods. This is enhanced all the more by searches for him in the local woods. The children talk with enthusiasm about where they look. After a busy time at school they are confident to express their preferences as they seek the touch screen tablet. The childminder reminds them that they need to take turns and points out the time on the clock. Children share well and develop their understanding of time. The children enjoy using the technology available to them and they are confident in the ways that it operates. However, the childminder has not fully considered how she could extend the children's understanding of how to use the wider range of equipment in

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who attend

the home and when on outings. For example, opportunities are not provided for children to take pictures of a familiar route and then to print them and sort them into sequence. These types of activities allow children to learn about the safe use of equipment and introduce more ways for them to think critically.

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who attend

Nevertheless, in other ways the childminder fosters children's critical thinking. For example, when it is foggy she takes the children out for a 'walk in a cloud'. She encourages them to talk about what they can see, hear, feel and smell. During the children's self-chosen play, such as when toddlers 'make tea', she supports them very well to develop aspects of each of the prime areas of learning. For example, the childminder encourages the children's understanding of showing concerns for others as she suggests they make tea for their peers. She encourages their physical coordination as they carry the cups and stir the 'tea' with a spoon. Children are engaged in two-way conversations. For example, the childminder encourages them to ask the adults if they would like milk and say 'please' and 'thank you'. She asks the children to name colours praising them when they successfully recognise, yellow, blue and green. These types of activities and

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who attend

regular opportunities to develop their self-help skills, such as dressing themselves when getting ready to go out, support the children's preparation for their next stages of learning, such as school. Consequently, children are eager participants in conversations and use of numbers. Four-year-old children hold up two fingers to represent the number of days they have left at school before the school holiday.

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who attend

The childminder's varied activity programme and good interactions means children are making good progress in their learning given their individual starting points. Baseline assessments are conducted following a settling-in period. The weekly activity planning is based around her regular observations of the children and they are used to identify their interests and plan the next steps for their individual learning. Close discussions with parents and those that provide shared care, such as teachers from the local school, ensure that activities, such as those for counting and number recognition, are included. This complements and reinforces the learning taking place away from the childminder. The variety of activities provided throughout each week is given greater depth and breadth as the childminder plans activities both indoors and outside of the home. For example, children's social skills are enhanced as they meet and make friends with other children

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who attend

when they attend playgroups. Their physical skills are extended through trips to the park and fun trips to places, such as activity centres and bowling. However, the childminder has not fully explored ways for children to use their bodies in different ways when in the home. Nor has she fully considered the ways music from around the world and the provision of tools, such streamers and scarves, could add excitement and stimulate children to try new ways of moving and expressing themselves. It also allows children to explore aspects of their own cultural identity and those of others, for example, by encouraging them to interpret how music from around the world makes them feel.

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who attend

Parents are regularly consulted about the children's current interests and progress as the childminder maintains detailed and informative records of the children's learning. These include records of activities being undertaken and the ways they link to the seven areas of learning. Children's next steps are recorded within these records so parents have ideas of how they can support learning at home. A regular summary of the children's progress is provided and parents are invited to add their comments. This provides parents with an overview of the progress their children are making across all the areas of learning. The childminder bases her assessments on relevant guidance documents, such as Development matters in the Early Years Foundation Stage. She uses such documents to identify if children are working comfortably within the typical range of development expected for their age and given their starting points. A progress check at age two has

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who attend

been created and is completed following consultation with parents.

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

The childminder has good ways to engage parents and share relevant information about children's unique needs and requirements. Children's routines are known by the childminder and well attended to, for example, when children have a nap and when they need their nappy changing. She shares information regularly to update the children's changing needs and uses daily discussions and other media, such as text messaging to keep parents informed about their child's day. The childminder is warm and friendly with the children which ensures that good relationships have been formed. The children are relaxed and at ease in her company, eager to share their news after school, ask for favourite activities or more toast at snack time. Meals and snacks are based on providing children with a healthy diet that includes lots of fruit and vegetables, for example, home- made soups for lunch and a range of fruit slices including plum and apple at snack time.

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

Children are given sufficient food and drink throughout the day, to meet their nutritional and individual needs. The childminder talks to the children about the importance of food and exercise to help keep them healthy.

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

Suitable food preparation procedures are followed and children learn about promoting their own personal hygiene through the daily routines, such as hand washing before eating or after visiting the toilet. Individual hand towels further minimises the risk of cross- infection. That the home is suitably maintained and areas, such as the kitchen, playrooms and toilet are clean and suitable for purpose. Children have their own drawer in the hallway within which to store their personal belongings. This provides the children with a sense of belonging and also supports them to attend to their own needs and safekeeping, for instance, placing their shoes away and hanging up their coats. These types of activities also support the children to prepare for the next stages of their learning.

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

Children are well behaved as the childminder provides them with a calm and polite role model. She supports them well to share, such as when using more popular equipment. Good systems are in place to work closely with parents to provide a sensitive, consistent approach to support children who present more challenging behaviour. The childminder is welcoming and has a range of toys, books and other resources that represent the wider diversity within today's society. These help to create and inclusive environment. Children are supported to embrace difference through activities linked to the celebrations of other cultures and religions as well as their own. Currently the children are trying foods from their own and other cultures, such as from Greece, Holland and an English afternoon tea.

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

The childminder demonstrates a good understanding of the ways she works with other professionals or services to promote the individual needs of children to ensure that they get the best support. She has previous experience of working with other professionals, such as speech and language teams.

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provision

The childminder demonstrates she has a good understanding of her responsibilities and the steps she takes to fully meet the welfare requirements of the Early Years Foundation Stage. In implementing such practice she helps to protect children and keep them safe. Her home is checked daily for any potential risks and she has completed risk assessments for all areas of the home and all the places she visits with the children throughout the week. She updates her risk assessment and takes appropriate action when she identifies changes. For example, she is not currently allowing children to use her rear garden until equipment is replaced or removed and water collecting under the decking, is addressed. Toys and equipment are of a good quality and children are supervised very closely without their fun being restricted.

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provision

The childminder demonstrates an ability and commitment to maintaining and improving the standards of care she provides for the children. Since her last inspection she has undertaken a wealth of professional and vocational training which is reflected in the way she plans and assesses children's learning. She seeks the views of others, such as parents, the local authority early years team and consults the children regularly about the activities and toys they like. She has undertaken updated safeguarding training and she has adopted the Local Safeguarding Children Board recommended policy. Consequently, she demonstrates a clear knowledge of potential signs and indicators and the steps she should take to report any concerns about the welfare and safety of a child.

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provision

Good information about her service is displayed throughout the home and all required consents and information relating to children's needs have been obtained from parents. A partnership record sheet is maintained. It acts as a log to demonstrate the regular and varied sharing of information that the childminder initiates; to engage parents and other relevant service and professionals. This supports the sharing of information to identify any gaps and meet the interests of each child so they are not disadvantaged or left behind.

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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 EY340495 Local authority Knowsley Inspection number 919679 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 8

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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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