Childminder in Wirral

Inspection date

Previous inspection date 23/07/2013 Not Applicable

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder provides children with a wide range of activities, which builds on their interests and extends their learning well. As a result, children are interested and eager to learn.  There is an effective exchange of information with parents and other settings that children attend in relation to their learning needs. This means that children are fully supported to make good progress towards the early learning goals.  The safeguarding and welfare requirements are well met, therefore, children's safety and welfare are assured.  The childminder is a good role model and children form strong attachments with her, consequently, they feel secure and are happy in her care.

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It is not yet outstanding because

 There is scope to further develop the range of resources available to support children's rapidly developing understanding of diversity.  There is opportunity to further enhance children's very good confidence about the uniqueness of their own creativity by accepting all their own creations and artwork.

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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 activities in the designated indoor and outdoor play areas and viewed the resources and equipment available to the children.

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Inspection activities

 The inspector spoke with the childminder at appropriate times during the inspection and while observing children.

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Inspection activities

 The inspector looked at a selection of documents, including children's records, planning, policies and procedures.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in a house in Prenton, Wirral. All areas of the house are registered for childminding, except for the main bedroom. The rear garden is used for outdoor play. The toilet facilities are on the ground floor level and sleep facilities are on the first floor level.

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Information about the setting

The childminder visits the local shops and park on a regular basis. She collects children from the local schools and pre-schools. There is currently one child on roll in the early years age group, who attends for a variety of sessions. She provides care all year round providing day and night care seven days a week, except for the childminder's holidays. The childminder is a qualified teacher of primary education and holds Early Years Professional Status.

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

 extend the range of resources reflecting diversity to further enhance children's respect towards people, who are different to themselves

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

 enhance children's confidence in their own creativity during expressive art and design activities, by wholeheartedly accepting their creations and helping them to see these as something unique and valuable.

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who attend

The childminder provides a broad range of activities and experiences, which effectively supports children's development across all areas of learning. She thoughtfully plans the playroom to create a stimulating environment to motivate children's desire to explore and learn. The continuous provision of a, generally, good range of play materials and resources gives children the opportunity to play at their own pace and return to equipment to practise skills. She has a very good understanding that play is the basis of every aspect of children's development and learning. Observations and assessments of children's learning are accurate and show a clear picture of what they can do. The childminder uses information from parents, professionals from others settings children attend and her observations, to complete the assessments and to plan. She plans activities to extend learning further and to build on their interests. Children's individual learning records are

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who attend

shared with parents, so that they are clear about the progress their child is making and can be involved in their learning. They are working comfortably within the typical range of development expected for their age. The childminder has a good understanding of her responsibility in completing a progress report for children aged between two and three years.

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who attend

The childminder places a strong focus on helping children to acquire communication and language skills and supporting their physical, personal, social and emotional development. Consequently, children are well prepared for their next stage of learning. They confidently determine the direction of their play and transfer resources as their play ideas develop, demonstrating their critical and creative thinking. For example, they incorporate the threading beads, rail track, train carriages and the super hero play figures into their activity. Children show deep levels of concentration in their play and are not deterred if things do not go to plan. They use their problem solving skills and consider different ways to do things to overcome the problem. The childminder nurtures a 'can do' attitude and encourages children to try to complete task themselves. She knows when to involve herself in an activity to give guidance or to prevent the children losing interest. Children

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who attend

clearly enjoy the childminder's involvement; there is lively conversation and they laugh together. They decide to write a story. The childminder sits with the children and supports them to write short sentences. She sounds out letters and provides word cards for them to copy as they narrate their story. Children are very proud of their achievement and are given a lot of praise.

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who attend

Children express their wish to bake cakes. The childminder responds to this and involves them in planning for the activity. This includes a discussion about the importance of washing hands before baking. As the children weigh and mix the ingredients and carefully spoon the mixture into cases, they talk about what they are doing. The childminder asks questions to prompt children to count and complete calculations. She shows the children, using the clock, how long the cakes will take to bake. They talk about time and the consequences if they leave the cakes in the oven too long. Children take responsibility to check the clock and eagerly call out when the cakes should be cooked.

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who attend

The childminder provides a range of resources for children to explore different textures and produce art and craft work. They use recycled boxes to create their own models and the paints are continuously accessible for children to use freely. Children's work is displayed. However, at times, the end product is not fully their own work. There is a lot of adult input, instead of accepting children's unique creation to further enhance their confidence and sense of pride in the value of their own work. In the garden, children independently turn on the water tap and use the hose pipe to fill the water trough. Playing with the water they make discoveries, as they fill and empty containers about space, measure and scientific concepts, such as what sinks and floats. Children enjoy using large and exuberant movements as they squirt water from containers to make patterns and write letters on the path. The childminder plans activities for children to learn from first

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who attend

hand experiences, about the natural world. They are growing fruit and vegetables from seeds. Children germinated the seeds on paper for them to see the root and shoot systems before planting them.

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who attend

The childminder makes effective use of community facilities and visits to places of interest to broaden children's learning experiences. She knows the children have a keen interest in vehicles. Children recall their visits to the local garage where they talk to the mechanic and look at the car's engine and playing on the tractors at the urban farm. The childminder values outdoor learning and is aware that for some children this is the preferred learning environment. At the childminder's setting, the play materials are transferred between the indoor and outdoor environments to maximise children's learning and development opportunities by following their interest.

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

The childminder establishes strong relationships with children, who demonstrate a secure attachment to her. She continually finds out as much as she can from parents about children's likes, dislikes and routines and takes care to use the information. This ensures that routines are familiar and comforting and enables children to feel very secure and settle well. The good settling-in procedures, tailored to each child's needs means that the transition between home and the childminder's care is a positive experience.

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

Children's good behaviour is actively encouraged because the childminder is a positive role model. She talks to children in a respectful manner and they respond to her requests. Children are encouraged to be considerate towards the feelings of others and to respect people, who are different to themselves. The childminder plans activities to help children appreciate different religious and cultural celebrations. However, there are few play resources to further enhance children's understanding and respect towards diversity, so their progress in this area is, sometimes, not as rapid as in other areas. The childminder teaches children how to learn to look after themselves. They practise the emergency evacuation procedure and follow road safety procedures. As children play, she reminds them about how to play safely, such as how to handle scissors correctly, so they do not hurt themselves or others. Children are encouraged to take responsibility for their

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

environment and they happily help to tidy away play materials from the table top to prepare for snack.

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

The childminder supports children's understanding of living a healthy lifestyle. She provides a healthy range of snacks and home-cooked meals. Fruit and vegetables are incorporated into the daily diet. Water is accessible to the children at all times and they learn to respond to their bodily needs and drink when thirsty. Children play energetically in the childminder's garden and on outings, such as to local parks, where they have opportunity to develop their physical skills using larger apparatus. The childminder plans quiet time for children to rest their bodies and provides areas where they can sleep undisturbed. The childminder teaches children to develop their self-care skills. For example, they pour their own drinks from a jug at mealtimes, independently dress themselves, including putting shoes on the correct feet and wash their hands at appropriate times.

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provision

The childminder demonstrates a thorough understanding of her responsibilities to meet the requirements of the Statutory framework for the Early Years Foundation Stage. She routinely evaluates the educational programme and monitors children's engagement in the activities provided. This is to ensure the environment and practice supports children's progress. Children are protected and safeguarded. The childminder is fully aware of her responsibility to protect children and of potential indicators of abuse or neglect. She is clear about the local safeguarding procedures and has all relevant contact details should she have any concerns regarding a child in her care. The childminder ensures she is always close to the children to ensure good supervision for their safety. Her home is a safe environment for children and she ensures that they are safe when on outings. Risk assessments are documented to help her to monitor potential hazards. Records are

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provision

maintained as legally required for children's well-being.

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provision

This is the childminder's first inspection since registration. She is an experienced childcare practitioner and has a very good understanding of child development and how children learn and develop. The childminder regularly searches the internet and subscribes to childcare magazines to keep her childcare knowledge up to date. The childminder's self- evaluation process helps her to identify and plan the priorities for future improvements to the provision.

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provision

Partnerships with parents are good and make a strong contribution to meeting children's needs. Parents are well informed about the organisation of the provision. The childminder shares her written policies and procedures with parents and information is on display. Parents involvement in their children's learning records gives them guidance on continuing learning at home. The childminder is pro-active in working in partnership with professionals at the other settings children attend. The exchange of information helps her to support continuity and progress the children's learning and development.

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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 EY458780 Local authority Wirral Inspection number 905933 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 1

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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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