Childminder in Wirral

Inspection date

Previous inspection date 14/08/2013 13/01/2009

p.1

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

p.1

This provision is outstanding

 The childminder provides a very safe warm welcoming environment, where children feel happy and secure. Consequently, they enjoy strong positive relationships with the childminder and with each other.  Children make very rapid progress because the childminder knows and understands their starting points. She makes excellent observations and takes into account children's individual needs when planning for their development.  Children's language development is given extremely 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 very confident active learners.  The childminder has very strong effective partnerships with parents and other early years professionals. This enables her to provide continuity of care and extend learning opportunities, so that children are exceptionally well prepared for the next stage of

p.1

This provision is outstanding

their education.  Children's behaviour is exemplary because the childminder has clear expectations, which she shares with children and their parents.  The childminder is inspirational in her practice and has an excellent capacity to maintain her high expectations and achievements.

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

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

p.2

Inspection activities

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

p.2

Inspection activities

 The inspector talked with the childminder throughout the inspection, considered her self-evaluation and carried out joint observations.

p.2

Inspection activities

 The inspector took into account the views of parents and other professionals from comments and letters received.

p.2

Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged seven and 10 years in a house in Bebington on the Wirral. The whole of the ground floor, first floor bathroom and the rear garden are used for childminding.

p.3

Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools.

p.3

Information about the setting

There are currently three children on roll, all of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childhood and Early Years.

p.3

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

 continue to improve the already excellent resources, in order to further raise children's awareness of different abilities and cultures within the community.

p.3

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 children. The childminder provides rich and varied experiences, such as trips to the zoo, outings to and with the local children's centre and nursery school. She takes children to 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, they are highly motivated and eager to learn. Children readily select activities and share them with each other, they play cars and use white boards to draw a variety of pictures. They make a range of models with dough using moulds. They make fish and chips, ice cream and pies. Children enjoy mixing paint to make different colours. They mix blue and yellow and are delighted to make green, they make brown and black to

p.3

who attend

paint their pictures. When playing board games they take turns and help each other to find the correct colour and shape to complete their dinosaur. In this way, children learn to solve problems and think critically. However, there is scope to improve resources depicting cultural and physical differences to further enhance children's awareness of others in the community.

p.3

who attend

The childminder has a very strong focus on language acquisition and prepares well for children with difficulties in this aspect of their development. She uses her excellent skills to sensitively introduce new vocabulary and encourage language development. The childminder encourages children to use extended sentences. For example, when they respond to questions, such as 'Would you like some fruit?' she expects children to reply 'yes please I would like ...'. She talks quietly and calmly about everyday routines and what children are doing as they play. When children babble the childminder repeats their words giving the correct pronunciation. She introduces new vocabulary when talking about children's interests. When children talk about the time she introduces o'clock, half past and minutes, whilst showing the hands on the visual timetable clocks. As a result, children's vocabulary increased and they begin to speak with confidence.

p.4

who attend

Children have access to a wide range of books and will choose a book and bring it to the childminder to share the story. They enjoy pointing to familiar pictures and repeat well- known rhymes joining in actions together. The childminder gives lots of eye contact, praise and smiles as she plays with children. This gives them a sense of achievement and enhances their learning and development.

p.4

who attend

The childminder has excellent individual learning journeys for each child that give 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 development, including likes and dislikes, routines, medical and dietary needs. Children's starting points are noted on a tracking document and used to plan individual activities. Planning is based on the child's interests, age and stage of development. The childminder makes in depth observations enhanced with photographs and linked to the Early Years Foundation Stage. Assessment is clear and precise with next steps for learning well defined. The childminder is aware of the requirements of the progress check at age two and has prepared for this effectively with parents and other professionals. Children's files are regularly shared with parents and other settings. She gives excellent feedback to parents on a daily basis, so

p.4

who attend

that they know what their children have 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 their learning and development.

p.4

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

The childminder provides a very warm, welcoming, safe and stimulating environment for children in her care. She takes time to get to know children and their families and to find out about their early experiences. This helps to ensure a smooth transition into the childminder's care. The childminder puts parents and children at ease in her setting. As a result, children form strong, positive and secure relationships with the childminder and with each other. Children's behaviour is excellent as the childminder is an exemplary role model. She gently reminds children to take care of resources and to be aware of younger children when playing. She speaks in a very calm, quiet manner and listens intently when children talk. The childminder uses good manners and gives effusive praise at every opportunity. She has high expectations of behaviour and respects all families who attend. Children readily smile during their play and are confident to approach the childminder for reassurance and

p.4

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

support. They look at her when she speaks and repeat 'please' and 'thank you' when given snacks or 'excuse me please can I get the cars out' when asking for toys. As a result, children know what to expect and are well supported.

p.5

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

Children are provided with healthy snacks, such as, fruit, raw vegetables and breadsticks. The childminder shares healthy options for meals with parents and invites their comments and input. Children are offered fresh milk or water to drink. They are learning independence because the childminder encourages them to help to chop fruit and vegetables, make sandwiches and feed themselves. The childminder skilfully uses snack time to extend learning opportunities. Children wash their hands, choose which fruit to have and how many. They count grapes and expertly cut them in half and put them into a serving dish. They talk about which vitamins they get from the fruit and why vitamin A and C are important. Children ask why apricots have stones and the childminder expertly explains that apricots grow from a seed, which is inside the stone. They choose to peel and segment oranges. Having helped to prepare snack children sit at the table together

p.5

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

and eat their fruit. Children with food allergies have a care plan in place. Parents comment 'The children have tasty snacks and very healthy food, they know all about what is good to eat and will try new foods' As a result, children have many opportunities to learn new facts and their confidence and self-esteem is raised. They learn to take risks and are encouraged to be independent learners.

p.5

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

The childminder has excellent hygiene routines. Children wash their hands before preparing and eating food. Older children attend to their own toilet, while younger ones beginning to 'potty train' are well supported and are changed efficiently in the upstairs bathroom. Children have their own colour coded towels and are aware of cross infection. They brush their teeth after meals and take part in health promotion sessions at the local children centre.

p.5

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

The children have ample opportunity for outdoor play as the doors to the garden are open all day. The well-planned and resourced garden area provides an excellent space for physical activities. Children are able to run, jump, climb, slide and extend their skills as they play. They use the climbing frame and rope ladder effectively and slide down the bumpy slide with great glee. They play football together taking turns to be in goal and count how many goals they have scored. When in the digging area children talk about their potatoes, carrots and the fruit bushes they have planted. They collect potatoes from the tub to cook for dinner and ask the childminder to collect apples and rhubarb. After a short discussion they decide to make crumble for pudding. Children show high levels of confidence and involvement during activities and readily share their achievements with visitors. They have an excellent understanding of problem solving and take risks safely. As

p.5

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

a result, they are relaxed and enjoy their day.

p.5

provision

The childminder is inspirational in her practice and the approach to her work. She understands the qualities of good leadership and sets high standards for herself and for children in her care. She has the drive and determination to achieve excellence and maintain this over a long period of time.

p.6

provision

The childminder fully understands her responsibility to ensure that her provision meets the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage and has very effective policies and procedures in place to safeguard children in her care. She is clear about the procedures to take should she have a concern about a child. Parents know and understand her clear detailed policies and procedures. She has robust risk assessments in place for her home and planned outings, in order to minimise the risks to children.

p.6

provision

The childminder has an excellent knowledge of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage and is aware of her responsibilities to deliver effective educational programmes. Observation, planning and assessment are detailed. This ensures early identification of children's needs and continued improvement and achievement in all areas. The childminder takes positive steps to support children's individual needs and development through highly effective partnerships with parents and other professionals. As a result, children are active learners.

p.6

provision

The childminder works well with the other childminders in her area. She has daily contact and they readily are prepared to support each other, if required. She has excellent relationship with school, nursery and pre-school. She keeps a transition diary for children attending other settings and regularly meets with staff to share any ideas, plans, information or assessment. The childminder attends transition meetings with children and their parents. She goes on school outings and attends events to enable children to meet new friends and teachers. Comments in transition diaries are very positive and school staff say 'we really appreciate the effort the childminder takes to ensure we know and understand the needs of children, who are transitioning to school. In this way children are extremely well prepared for the next stage of learning and education'.

p.6

provision

Parents are effusive in their praise of the childminder. They regularly comment in children's learning journeys and extend children's learning at home. The childminder provides a daily diary for parents detailing activities, diet, toileting/nappy changes and any special comments, such as, new words, ideas and interests. Consequently, parents have very good feedback daily, share learning journeys regularly and are confident that the childminder gives their children a good start to their educational journey. They feel they can ask anything and the childminder will listen. Parents also comment, 'Children are always busy doing various activities, such as, craft, baking, outdoor play and going on outings to playgroup or interesting places like the zoo or on the train into Liverpool. They just love it here, the childminder is like a second mum' ,also, 'The childminder has a wonderful relationship with children she treats them just like her own. It is exactly what I

p.6

provision

want for my child. She creates boundaries within a loving atmosphere. Children have such good manners and are confident thanks to her care and teaching'. 'The childminder gives the children a really amazing start to their developmental journey in education. She gives us wonderful daily feedback so we know exactly what they have done during the day. Children have tasty snacks and very healthy food, they know all about what is good to eat and will try new foods thanks to childminder. She is a real treasure she is like family to us'.

p.7

provision

The childminder shows excellent knowledge and understanding of her role. She is passionate about her work and demonstrates a strong capacity to continue to excel in all areas.

p.7

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 EY379289 Local authority Wirral Inspection number 821504 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 3

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