Childminder in Wirral

Inspection date

Previous inspection date 17/09/2013 Not Applicable

p.1

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 1 The effectiveness of the leadership and management of the early years provision 2

p.1

This provision is good

 The childminder provides a safe, warm and welcoming environment where children feel happy and secure. Consequently, they form strong positive relationships with the childminder and with each other.  Children make good progress because the childminder knows and understands their starting points. She makes careful observations and takes into account children's individual needs when planning for, and assessing, their learning and development.  Children's language development is given high priority. They have many opportunities to develop their speech and language and extend their vocabulary through a variety of activities, songs and rhymes.  The childminder has 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 well prepared for the next stage of their education.  Children's behaviour is excellent because the childminder has clear house rules. She

p.1

This provision is good

understands what good behaviour looks like and shares her high expectations with children and their families.

p.1

It is not yet outstanding because

 There is scope to further challenge and support the more able children who attend.

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 journals records, planning documentation and a range of policies, including those for safeguarding and risk assessment.

p.2

Inspection activities

 The inspector observed children's play, both indoors and outdoors, including adult- led and child-initiated activities.  The inspector considered the range, relevance and accessibility of resources.

p.2

Inspection activities

 The inspector talked with the childminder, assistant and children throughout the inspection and carried out joint observations.

p.2

Inspection activities

 The inspector took into account the views of the parents and carers spoken to on the day of inspection and through comments and questionnaires read.

p.2

Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner in Moreton on the Wirral. Two rooms on the ground floor of the house, the bathroom and two playrooms on the first floor, and the rear garden are used for childminding. The family has a dog, rabbit and tropical fish as pets.

p.3

Information about the setting

The childminder works with an assistant. She attends a toddler group and activities at the local children's centre. She visits the shops, park and areas of interest on a regular basis. She is able to collect children from the local schools and pre-schools. There are currently five 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 7.30am to 6pm, Monday to Friday, except Bank Holidays and family holidays.

p.3

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

 strengthen the monitoring of the already very good quality of teaching and learning, in order to further challenge the more able children attending the setting.

p.3

who attend

The childminder has a thorough understanding of the Early Years Foundation Stage requirements. She makes effective use of her knowledge of individual children's abilities, likes and dislikes when planning activities and learning opportunities. The children make good progress because the childminder provides a wide range of activities to support their learning and development. She effectively captures their interests and skilfully extends their learning through play. The childminder provides rich and varied experiences, such as trips to the maze and the woods. Children travel on the ferry and the train, and they go strawberry picking and to the local farm. The childminder also takes children to the toy library and playgroup sessions. These activities capture children's interests, challenge their skills and extend their play. As a result, they are highly motivated and eager to learn.

p.3

who attend

There are a wide range of well-maintained and age-appropriate resources in the playroom. These are easily accessible and well labelled. Children readily select activities and join in key person time. Babies reach and point to communicate their needs. They crawl and are supported to press buttons and when using cause-and-effect toys. Children imitate life skills as they change and feed their dolls and wrap them in blankets. The assistant effectively plans music sessions to extend children's skills and experiences. Children sit in a circle and select musical instruments for 'song and rhyme time'. They bang, shake and rattle their instruments and enjoy singing familiar songs. Children explore textures, make models with dough and use sheer materials to play 'peepo' and hide and seek. They look in mirrors and are encouraged to look at their facial features and reproduce them using a variety of materials, for instance, wool for curly hair and lipstick for red lips. When pictures

p.3

who attend

are complete children say, 'I am a princess with curly hair. Put my picture on the wall please'. Craft afternoon is an innovative time when children use a variety of materials to make displays with a support teacher. They read books, explore the local park and make autumn pictures from their findings, such as, leaves, berries, seeds, twigs. They make bugs from reclaimed materials to complete the display. In this way, children learn to solve problems and think critically.

p.4

who attend

The childminder has a strong focus on language acquisition. She uses her skills to sensitively introduce new vocabulary and encourage language development. 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, such as feeding the rabbit and playing hide and seek. Children love books. They select stories from a range of well-presented books and story sacks, and snuggle up with the childminder to listen as she reads a favourite story, confidently joining in familiar endings. The childminder responds with enthusiastic praise. She is an excellent storyteller and uses lots of different voices and introduces new vocabulary, such as 'deep', 'crumble', 'mumble' and 'stumble'. The childminder gives effusive praise and encourages children to repeat

p.4

who attend

familiar words and sentences. She gains eye contact, gives clear instruction and expertly interprets children's emerging words in reply. As a result, children's vocabulary increases and they begin to speak with confidence.

p.4

who attend

On entering the setting, children remove coats and shoes and put them on again when playing outside. They engage in tidy-up routines and support each other in choosing different activities. Their growing independence and self-confidence mean that children are developing the skills and attitudes they will need and are well prepared for the next stage of learning. Children are becoming confident, active learners. Their learning journals show excellent individual planning, observation and assessment. The childminder is aware of the progress check at age two and keeps parents well informed of their child's progress so they can continue children's learning at home. Parents make very positive comments and feel that their children make very good progress while at the setting. As a consequence, children's needs are very well met.

p.4

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

The childminder provides an exceptionally welcoming, safe and stimulating environment for children in her care. She takes time to meet with parents and find out all about the children and their early experiences, including routines, care needs, likes, dislikes and dietary needs. She puts parents and children at ease in her setting. As a result, children form extremely strong, positive and secure relationships with the childminder and her assistant.

p.4

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

Children's behaviour is exemplary as the childminder and her assistant are excellent role models. They speak in a very calm quiet manner and listen when children talk. They remind children to use good manners when asking for toys or sharing out resources. Effusive positive praise is given at every opportunity, which increases children's confidence and self-esteem. The childminder has positive house rules, which she shares with all families who attend her provision. In this way, children learn to care for one another and good behaviour is reinforced.

p.5

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

Children are learning about keeping healthy because the childminder takes part in the local healthy eating campaign. The childminder plans very well for children's mealtimes. She shares her menus with parents and welcomes their comments. A well-placed board gives details of the day's activities and meals. Children sit at the table to eat, and babies use a low chair. Nutritious meals are cooked on premises daily and include garden produce, such as apples, carrots and potatoes. Children help to make some meals during their cooking sessions. They collect apples from the garden and make a crumble. They also make cakes and biscuits and help to prepare vegetables. Fresh fruit and raw vegetables are available for snack, and children have access to water or milk to drink in their own cups or bottle. Children are further supported in their independence by self- serving from larger bowls of fruit and salad. Consequently, children can make healthy

p.5

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

choices in their diet. After meals children take out carrot peelings or vegetable sticks and feed the rabbit. They are reminded to be careful to hold the sticks close to the end and to put peelings in his bowl. Children also like to feed the fish. In this way, they learn to look after and respect their pets.

p.5

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

Children's physical development is effectively enhanced through indoor and outdoor play. Children have access to a large garden, set out to excite children and encourage them to explore, investigate and extend their play outdoors. A large tent is set up with role play, dough, mark making and number areas. The childminder uses this as an outdoor classroom in all weathers to extend play while out in the fresh air. Children plant vegetables and flowers in the digging area, and they are able to climb, slide, run and roll safely. The paved area and pathway provide tracks for cars, bikes and prams. Clear hygiene routines are displayed in the garden and children wash their hands on re-entering the house. Children love the outdoors even on a rainy day, when they can explore mud and water with enthusiasm.

p.5

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

The childminder has excellent hygiene and nappy changing routines. Children are escorted to the upstairs bathroom. Babies have their nappies changed quickly and efficiently. Older children independently access the bathroom and wash their hands at key times, such as before and after meals and after using the toilet or potty. After meals, children brush their teeth to clean away any leftover food. Children indicate that they need to be changed or use the potty, and are rewarded with a sticker on their chart. In this way, children are excited about their next stage of development.

p.5

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

Children's emotional needs are exceptionally well met as the childminder provides a home- from-home atmosphere. She is thoughtful and caring when talking to children about their feelings and experiences, and gives plenty of cuddles at key times, such as when babies are tired or seeking reassurance. Babies sleep comfortably in cots with their own blankets and comforters, and older children snuggle on sleep mats for a rest. As a result, children are relaxed, happy and enjoy their day.

p.5

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

The childminder is developing very good links with the local nursery. Children attending both settings have a communication book through which information is shared. In this way, children become familiar with other settings and are well prepared for transition to the next stage of learning.

p.6

provision

The childminder works very well with her assistant. She fully understands her responsibility to ensure that her setting meets the safeguarding and welfare standards of the Early Years Foundation Stage. She has robust risk assessments for all areas of her provision, and all the required policies and procedures are in place to ensure children's safety at all times. Parents are given a wealth of information, including newsletters, outline of the month's planning, policies and procedures. As a result, parents are confident in the childminder's ability to care for their children, and children feel safe and secure when in her care. The childminder knows how to inform Ofsted of any concerns.

p.6

provision

The childminder and assistant have completed a variety of training to enhance their knowledge and personal development, including speech and language courses and behaviour management. They regularly access the local children's centre and playgroups and meet with other childminders. In this way, they can support each other and enhance the provision. The childminder has an in-depth knowledge and understanding of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage, and delivers an effective educational programme. She is aware of how children learn and plans well to support their individual learning styles. Planning is based on children's interest and development. Good observations are linked to areas of learning and next steps are noted. The childminder works closely with parents to ensure that the particular needs of individual children are very well met. However, the childminder's

p.6

provision

assistant has just begun her maternity leave and her replacement has not quite settled into the routine yet. As a result, she will need some support with her observation and assessment of the more able children attending the setting.

p.6

provision

The childminder has an excellent relationship with parents. She provides newsletters, daily diaries and information sheets for all children. She speaks openly to parents and is clear in her advice and support when responding to requests. She is developing a website for further interest and communication with parents and carers. Parents make a positive contribution by adding comments to their children's to learning journals, such as 'I am impressed with the planned outings and outdoor activities' and 'I like to see my child's improvement in all areas. She really enjoys learning through active play'. Parents respond well to 'Nessie' who goes home with the children and joins in family activities. In this way, children's learning is extended at home.

p.6

provision

Parents say they feel 'delighted to have found such a well-qualified and conscientious childminder'. They know that children make excellent progress and gain confidence through the activities and experiences she provides. Children become confident as their speech improves. Parents say they would heartily recommend the childminder to friends. Parents are able to ring and/or text during the day to check on their children and are given lots of information about what they have done during the day. In this way, parents feel that their children's needs are very well met and they have a very good start to their education.

p.6

provision

The childminder has begun to effectively evaluate her provision. She has reflected on her first year as a childminder and recognises her strengths and areas for development. She is supported by the local early years consultant and receives good feedback from focussed questionnaires. Parents are honest in their summaries, such as 'I would like to see more soft play activities and shape sorting toys'. The request is addressed by taking children to playgroup sessions at the Sure Start centre and accessing the soft play room if available, and supplying shape sorters for the younger children. The childminder has her 'wish list' for areas of improvement. She plans for a summer house in the garden to replace the tent for outdoor learning, and a downstairs bathroom to further support children's independence when accessing the facilities. She is in the process of forming a development plan and is excited about the future.

p.7

provision

The childminder shows a very strong capacity to improve. She is passionate, well motivated and loves her work. She is fully committed to the children who attend her setting and their families. As a result, children in her care benefit from a safe, secure, inclusive and happy environment and are making good progress towards the next stage of learning and development.

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 EY439399 Local authority Wirral Inspection number 908674 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 7 Number of children on roll 5

p.9

Name of provider

Date of previous inspection not applicable

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