Childminder in Knowsley

Inspection date

Previous inspection date 04/12/2013 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

 Teaching is good because the childminder knows the children well and plans a broad range of activities matched to their individual needs.  Relationships between the childminder and the children are very warm and trusting, which means that children are emotionally secure and their self-esteem is supported.  The main playroom in the childminder's home has been thoughtfully arranged to ensure there is a broad range of age-appropriate resources that children are able to access independently. This encourages children stay motivated and eager to learn.  The childminder works well with parents and other professionals, to review her practice and consistently share information about children's learning to support their future development.

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It is not yet outstanding because

 There is scope to include more print in the environment, such as written numerals and familiar words to further support children's reading and writing skills.  There are fewer resources to support children's understanding about similarities and differences between themselves and others and among families, communities and traditions.

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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 and interaction between the childminder and the children during play.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at documents relating to Early Years Foundation Stage provided by the childminder; including children's assessment records and checked the suitability of all adults living at the premises.

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Inspection activities

 The inspector took into account the views of parents recorded in letters and questionnaires.

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Information about the setting

The childminder was registered in 2011 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her adult child in a house in Huyton, Liverpool. The whole of the ground floor is used for childminding. The rear garden is not available for outdoor play. The family has no as pets.

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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 park on a regular basis. She collects children from the local schools and pre-schools.

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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 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of Professional Association for Childcare and Early Years.

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

 create an environment rich in print where children can learn about words and numbers; for example, by using labels, signs and posters and displaying numerals in context

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

 develop ways to encourage children to think about and develop a respect for people, cultures and traditions that are different to their own. For example, by providing toys and equipment, such as, dolls, books and materials, that reflect the diverse society in which we live.

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who attend

The childminder knows each child in her care very well and has a thorough understanding of how they learn. She gathers useful information from parents about children's starting points and interests. This enables the childminder to plan activities that stimulate and engage children from the start. Her observations and assessments of children ensure that their needs are clearly identified and this information is used to inform future planning. She effectively supports babies and children and recognises that they learn through well- planned play in a rich and stimulating environment. Children's progress is effectively tracked through a continuous assessment of their achievements. This helps the childminder to complete summative assessments of children's learning to identify any areas where they may need additional support; either because they are not making progress or because they are working above their expected developmental stage.

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who attend

Therefore; children are well prepared for the next stage in their learning.

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who attend

The childminder provides a broad range of activities and experiences, which promote children's development well in all areas. She purposefully extends their learning using effective teaching strategies. For example, when children use the paint brush to paint their fingers, the childminder extends this development further by encouraging them to count how many fingers they have. The childminder helps children to develop their communication and language skills; she successfully introduces new vocabulary to children and repeats the sounds they use to enhance their understanding of two-way conversation. For example, when children play with the role play equipment, she encourages them to pretend they are shopping and names the food items they put into their shopping trollies. However, at present, there are not as many examples of print and images displayed in the environment. This means that the extension of their literacy skills is sometimes not as well

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who attend

promoted as possible. The childminder provides a wide range of art and craft activities. Children are encouraged to explore the feel and texture of craft materials. For example, they paint their hands and learn that glue is sticky.

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who attend

Parents are kept well informed about their children's progress. They read observations written in their children's learning journal and are encouraged to make comments about their progress. Parents also receive plenty of information about their children's care and daily activities verbally and written in a journal. Children's learning is extended further at home as the childminder advises parents of activities they can carry out, therefore, promoting a consistent approach.

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

The childminder establishes strong relationships with children through her warm and loving approach. Consequently, children demonstrate a secure attachment to her. For example, they seek reassurance when an unfamiliar person enters the room and snuggle in for cuddles when they are tired. This enables the children to remain happy and content in her care because their emotional needs are being met. The childminder obtains useful information from parents about children's likes, dislikes and routines and takes care to use the information to meet children's individual needs. This ensures that routines are familiar and comforting and eases their transition from home to the childminder's home. Consequently, children settle in very quickly. The childminder works very well with local schools to share information about children's learning and ensure a consistent approach. For example, when children learn something new at school, the childminder plans a craft

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

activity where children draw and paint pictures of what they have learnt. These are then passed on to the school teacher who displays them in the child's classroom.

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

The childminder uses positive praise and consistent boundaries to manage children's behaviour, which are appropriate to children's levels of understanding and promote their self-esteem. She talks calmly to children and they are very responsive to this. For example, children beam with pride when the childminder tells them that she is 'so proud of them' and that they are 'wonderful'. The childminder encourages children to be as independent as possible and make choices. For example, young children are encouraged to try to feed themselves and all children are encouraged to choose their own toys to play with. The childminder teaches children about keeping themselves safe, both within the home and when out walking. For example, older children begin to be aware of their own safety outdoors as they learn road safety rules and respond to boundaries set by the childminder. Children gain a secure understanding of risk as they explore the environment.

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

They regularly practise the emergency evacuation plan, which raises their awareness of what to do in an emergency.

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

While the childminder's home does not currently provide an outdoor space for children to play, she plans vigorously to ensure that children have many opportunities to develop their physical skills outdoors. Children are gaining an awareness of their local area because they go on nature walks to explore the environment and collect leaves to make pictures with on their return. They visit the local playground where they learn to climb and balance, taking controlled risks with their larger movements. Children run on the grass in the large park across the road from the childminder's home and learn to kick a ball. These outings successfully promote their understanding of the world and their physical development. However, there are not as many resources in the childminder's home that support children to develop a respect for people, cultures and traditions that are different to their own.

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provision

The childminder has a good understanding of child protection and her written policies are clear about all aspects of safeguarding to ensure children are protected. Appropriate checks on adults in the home are carried out to safeguard children and the childminder knows the procedures and who to contact should she feel she has a concern about a child. She has written risk assessments, which are used to ensure she has a secure home with minimal hazards and identifies possible risks when she is out for walks.

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provision

Children make good progress towards the early learning goals. This is because the childminder uses her secure understanding of how children learn to assess children's progress. The childminder works with others to support children's continuity of care and learning. She obtains regular information from other settings children attend about children's progress. These active partnerships and monitoring of the educational programme enable her to identify any gaps in their learning and any children who may need extra support.

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provision

The childminder has an accurate view of the quality of her teaching and knows what needs to be achieved to improve her practice. She works very well with her local authority support worker to review her setting and resources, identifying new equipment and interests as and when they emerge. For example, a kitchen role play area has recently been introduced, which stimulates children's imagination and ignites their interest. The childminder considers the views of parents when evaluating her setting, for example, by asking them to complete a satisfaction survey after six weeks. The childminder is dedicated to her role and is keen to attend professional development training and networking events with other childminder's; to extend and strengthen her knowledge and skills, through accessing courses and carrying out independent research.

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY436856 Local authority Knowsley Inspection number 808747 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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

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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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