Childminder in Knowsley

Inspection date

Previous inspection date 14/01/2014 07/01/2013

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early years provision

This inspection: 2 Previous inspection: 4 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 has a very good understanding of how children learn and provides a wide range of opportunities to support children in their next steps in learning.  Children are settled and content with the childminder because she provides a caring and nurturing environment that promotes children's emotional well-being effectively.  The childminder has a very good understanding of the Statutory framework for the Early Years Foundation Stage. Consequently, she keeps children safe and promotes their well-being.  Very good partnerships with parents and other settings that children attend, ensure that there is consistency and continuity in children's learning and care.

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It is not yet outstanding because

 Opportunities for children to use their senses to explore and experiment through open- ended play opportunities have not been fully developed.

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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 spoke to the childminder throughout the inspection.

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Inspection activities

 The inspector sampled a range of documentation, including children's records, policies and procedures and risk assessments.

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Inspection activities

 The inspector observed the childminder support learning through play activities in the childminder's home.

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Inspection activities

 The inspector spoke to parents and took account of written comments provided by the childminder from parents and other professionals.

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Inspection activities

 The inspector checked evidence of the childminder's qualifications and suitability of household members aged over 16.

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Information about the setting

The childminder was originally registered in 1983 and registered again in 1998 on the Early Years Register and both the voluntary and compulsory parts of the Childcare Register. She lives with her husband and two adult children in the Knowsley area of Liverpool. Children have access to the ground floor and first floor bathroom of the childminder's home. There is a large enclosed garden available for outside play. The childminder attends local playgroups and visits to local parks, shops and places of interest, such as museums and the beach. The family has a pet dog.

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Information about the setting

There are currently 13 children on roll, of whom five are in the early years age range. All of the children attend on a part-time basis. The childminder is able to take and collect children from the local school.

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

 enhance the range of open-ended materials to support children's needs for exploratory play and help children to use all of their senses for learning.

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who attend

Children are happy, settled and content. Teaching is good. The childminder knows the children well and has a good understanding of how they learn. She actively participates in children's play and gets down to their level to encourage them to be involved and engaged with her and the resources provided. Effective observation, planning and assessment systems ensure that children take part in a range of activities that cover the seven areas of learning. Consequently, children make good individual progress in relation to their starting points. In addition, this ensures that children gain a good range of skills to support their future learning. The childminder has a good understanding of her responsibility in completing the progress check at age two years and has implemented a written summary of children's progress in the prime areas of learning.

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who attend

Children's personal, social and emotional development is promoted well as they benefit from the positive interaction they receive from the childminder. A child observed on the day of inspection, happily communicates and says some simple words in response to the childminder's smiles and communication, helping to develop early communication and language skills. The childminder talks with the children to model language and introduce new words. For example, as a child was pretending to be a doctor, the childminder enthusiastically joined in the play and introduced appropriate language, such as 'can you hear my heart beat' as the child used a 'stethoscope.' This helped to sustain interest and build upon the child's vocabulary. Another activity observed, as a child climbs up and down the stairs, with the childminder counting each stair and using vocabulary, such as 'up and down' and singing number rhymes, helps children to understand number and

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who attend

mathematical language. A wide range of activities matching all children's interests are provided. For example, one child is interested in vehicles and construction. The childminder arranged for a visit to a local building site where the child was able to pretend to ride a tractor and be a builder, wearing a hard hat on the building site. This activity provided a wealth of learning experiences for all of the children and they enthusiastically continued the theme of construction back at the childminder's home. This means that children are very well motivated to learn throughout all areas of the educational programmes. Furthermore, the childminder provides a range of multi-cultural resources, for example, through sharing books and positive images, which help children to value diversity and learn about the wider world.

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who attend

Children enjoy visits to the local parks, shops and playgroups, further extending opportunities for learning, including physical development activities. However, there are limited natural resources available in the childminder's home for the children to explore open-ended play opportunities. Children regularly paint and use malleable materials, which they enjoy and supports their creative skills in expressive arts and design. Parents contribute to initial assessments of children's starting points on entry and their views are recorded in children's learning journals. Regular opportunities are provided for parents to review their children's progress, in partnership with the childminder and other settings, which children attend. This shared approach to children's learning and development, contributes to the good progress children make and demonstrates a continuity of learning between home and provision and helps to prepare children for school.

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

The sensitive, caring interaction between the childminder and children ensures that all children form positive and trusting relationships. Children settle well because the childminder finds out good information from parents about their child to ensure all children's needs are known and effectively met. Furthermore, the childminder promotes children's independence through a good balance of child-initiated and adult-led experiences. For example, at mealtimes, young children are supported in feeding themselves and help to prepare some meals, such as homemade healthy pizza. Furthermore, children have a balanced healthy menu and parents report that they are very happy with the food provided by the childminder.

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

Children's behaviour is good because the childminder uses positive strategies to help them understand about acceptable behaviour. Children learn about keeping safe as the childminder gives them gentle reminders, so that they do not hurt themselves. The childminder is a very nurturing key person for children and their families and knows all the children well, ensuring that individual needs are quickly met and supported effectively.

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

Children have access to daily fresh air in the childminder's garden and regular visits to the park and playgroups, where they have regular opportunities to climb and take risks as they negotiate multi-level surfaces during their physical activities. They learn about the world around us, as they observe 'bugs' and plants in her garden. Children also attend a playgroup, where the childminder encourages them to play with other babies and children. This promotes their personal, social and emotional development. In addition, children are gaining confidence away from the childminder's home, which helps ensure they are emotionally prepared for their next stage in learning.

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provision

Children's safety is of paramount importance. The childminder has attended local authority safeguarding training and has implemented robust policies and procedures for safeguarding children. Consequently, the childminder has a good understanding of what to do if she has any concerns about a child in her care. Furthermore, the childminder holds a current paediatric first aid certificate, which means that children are safe in her care.

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provision

The childminder has responded very well to the actions made at the last inspection and is aware of her strengths and areas to develop, to help sustain continuous improvement. For example, she adheres to the ratio requirements for caring for young children, ensuring that their learning and well-being needs are met and demonstrates a good understanding of the educational programmes to ensure that all areas of learning and development are fully implemented. Furthermore, monitoring of children's progress helps the childminder to identify strengths and areas for development. Consequently, focused plans ensure that children continue to make good progress in their learning and development. Robust risk assessments are in place and implemented, including specific risk assessments for outings and the childminder's dogs.

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provision

The childminder effectively evaluates her provision and she seeks the views of parents to ensure that the children's needs are consistently met. Very good partnerships between parents and local schools are established, with effective communication systems ensuring that parents are kept fully informed of their children's needs and progress. She links with her local authority for advice and support, attending specific training events and childminder networks, to continue to develop her skills.

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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 313034 Local authority Knowsley Inspection number 902192 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 13

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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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