Childminder in Wirral

Inspection date

Previous inspection date 28/01/2014 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

 Children are happy and content with the childminder, which positively impacts on their self-confidence and emotional well-being.  Children are motivated to explore and learn in the well-resourced play environment.  Teaching is good because the childminder understands how to promote children's learning. She has high expectations for their achievements and supports them well. As a result, children make good progress.  The childminder establishes positive partnerships with parents, so they can work together to support children's individual needs and promote their development.  The safeguarding and welfare requirements are well met, therefore, children's safety and welfare are assured.

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It is not yet outstanding because

 There is scope to increase the opportunities for children to express their own ideas through art and craft activities without a pre-determined end result.  There is scope to improve the opportunities for younger children to explore and investigate a wider range of textures and materials to support their learning through using their senses.

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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 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, policies and procedures.

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Inspection activities

 The inspector checked evidence of qualifications and suitability of the childminder and household members aged over 16 years and her improvement plan.

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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 with her husband and children aged four and six years in a house in West Kirby, Wirral. The whole of the ground floor, toilet facilities on the first floor and the rear garden are used for childminding.

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Information about the setting

The childminder visits the local shops, toddler groups, children centres and parks on a regular basis. She collects children from the local schools and pre-schools. There is currently five children on roll in the early years age group who attend for a variety of sessions. The childminder provides care all year round, from 7.30am to 6pm, Monday to Friday, except for family holidays. She holds an appropriate level 3 qualification in children and young people's workforce.

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

 maximise opportunities for children's individual creativity to be developed and expressed

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

 provide a wider range of sensory play experiences for children to enjoy to enhance their learning through exploring and investigating different textures and materials.

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who attend

The childminder has a good knowledge of the Early Years Foundation Stage and how children learn. The play materials are set out at a low level to give children opportunities to make independent choices in their play. The childminder varies the range of resources and equipment readily available to match children's interests and to offer greater challenge. From a young age, children confidently explore, investigate and play. They show deepening levels of concentration as they pursue activities of their choice. The stimulating environment supports children's learning and development.

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who attend

The childminder is knowledgeable about the individual children's stage of learning and development. Personalised planning in place to support each child's continued good progress. The childminder complies comprehensive individual children's record of learning that give details of what they can do and their next steps for learning. Parents are encouraged to be actively involved in their children's learning and to contribute to these records. The childminder establishes partnership working with parents during the settling- in period when she gathers useful information about all areas of their child's development. Parents' information and her observations are used to inform the initial assessment. She has a recording system to track children's progress. This system is used to identify and to prioritise the children's planning to effectively support their progress towards the early learning goals. The written observations on the children are enhanced by photographs and

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who attend

examples of their achievements to clearly show their progress. However, the samples of the children's creative work show that at times these activities have a pre-determined end product instead of children wholeheartedly producing their own ideas. Children are involved in their learning records and enjoy looking at their own work and talking proudly about their achievements. The childminder is pro-active in working in partnership with professionals at the other settings children attend, in order to plan complementary play opportunities to support their progression. The children's learning records are shared with other professionals with parents' agreement. The communication systems provides parents with guidance to continue learning at home. The childminder is aware of the need to complete the progress check at age two years and will talk to parents to establish the best timing for this assessment.

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who attend

The childminder places a strong focus on helping children to develop their communication and language skills and supporting their physical, personal, social and emotional development. Consequently, children are acquiring the skills to prepare them for their next stage of learning. The childminder consistently speaks very clearly to support children's language development. She engages the older children positively in conversations. This good practice provides opportunities for them to express themselves, to share their interests and extend their growing language and communication skills very well. The childminder is skilled in using Makaton sign language to effectively help the younger children's developing language. As they learn the simple signs, children are able to communicate their needs and preferences. Together, they sing action rhymes. All ages of children are eager to participate and are included in the decision making about which

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who attend

songs to sing. The childminder sings with the children to maximise the opportunities for them to hear the correct pronunciation of words. Children obviously enjoy books. They either look at books independently or bring books to the childminder and they sit close together while she reads to them. The childminder skilfully adapts her teaching to support the different ages of children involved in the activity. She points to the pictures and names objects to support the younger children's language development. The childminder asks older children questions and encourages them to anticipate what is going to happen next.

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who attend

The childminder is very aware of the younger children's emerging pretend play and has introduced resources to support this interest, including the play kitchen, dolls and prams. They show care and attention to the dolls as they pretend to feed them. The role play resources introduces children to everyday technology, for example, as they turn the control knobs on the play cooker. Children are relaxed and play in an uninhibited manner, which nurtures their creative and critical thinking. The older children pursue play with the small world play figures. As their play ideas develop, they confidently transfer resources from different areas in the playroom for specific purposes in their plan. They narrate the story line, vary the tone of their voice for the different characters and sing as they become totally absorbed in the activity. The childminder and children sit at floor level to play a card game. She uses mathematical language and encourages the children to sort, order

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who attend

and count the cards. Children announce enthusiastically 'I have got a pair' as they play the game reflecting their positive attitude to learning. Although, children benefit from a wide range of play materials, they have fewer opportunities to explore different textures to maximise their learning through using their senses.

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who attend

The childminder makes effective use of the community facilities and local parks to broaden children's learning experiences. She does not transport children in the car, consequently, they walk to their destinations. The childminder uses the outings to further enhance children's learning as they observe the world around them and talk about what they can see.

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

The childminder provides a comfortable and welcoming environment, where children are happy and clearly feel secure. There is a sense of fun and they laugh as they play together. A child announces as they play 'I like being here'. The childminder is skilled in supporting children to form secure emotional attachments as she listens to children and gives them lots of attention. 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. Consequently, children develop their self-confidence to support their future transitions to school.

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

Children learn about safe behaviour through daily experiences. For example, the childminder asks them to put away some toys, so they do not trip over and hurt themselves and to sit while eating. Children happily respond to these requests. The childminder teaches the children about kindness and respect through the positive example she sets. She consistently talks to children in a respectful and gentle manner. Good behaviour is encouraged through praise and guidance given about acceptable and unacceptable behaviour. The childminder provides opportunities for the children to play with a larger group of children through attending activities at the children's centre, toddler groups and the library. Consequently, children are making relationships and developing their social skills in preparation for later transitions into nursery or school. The childminder has resources, which reflect the diversity of society and outings in the community help

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

children to observe, identify and respect people's differences.

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

Children are provided with nutritious snacks and meals prepared by the childminder. She has recently completed training on health and nutrition and has changed the menu following this to improve the food content. She discusses any special dietary requirements with parents to ensure that these are fully met, in order to promote the child's well-being. Children select the fruits of their choice at snack time and are involved in the food preparation of their snack and lunches. In this way, children are learning skills for the future and are gaining confidence to try new foods. At mealtimes, young children are given spoons to encourage them to attempt to feed themselves independently. Children manage their own hygiene very well. They confidently use the bathroom and wash their hands using their own towels for drying. After using tissues, they responsibly dispose of them in the bin. The childminder takes children on regular outings to parks and indoor soft

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

play area. This enables children to extend their physical activities on large play equipment and to develop their skills in climbing, jumping, balancing and running. Outings are used to help children learn to look after themselves as they follow the road safety procedures. The comfortable furniture gives children the opportunity to rest their bodies if they are tired and the childminder provides areas where they can sleep undisturbed. The childminder is vigilant about checking sleeping children on a regular basis for their safety.

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provision

The childminder demonstrates a good understanding of her responsibilities to meet the requirements of the Statutory framework for the Early Years Foundation Stage. Observations and assessments are accurate, precise and effectively demonstrate children's learning and development. The childminder monitors her routines and planning, in order to meet children's learning needs through a broad and balanced range of experiences and activities. She is fully aware of her responsibility to protect children and of potential indicators of abuse or neglect. The childminder is clear about the local procedures and has all relevant contact details, should she have any concerns regarding a child in her care. She 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 also safe when on outings. Records are 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 keen to develop her practice. She has introduced self-evaluation processes, in order to reflect and improve on her existing good practice, these include seeking the views of parents and children. The childminder is positive about training and identifies specific training in her planning for continuous improvement of her provision.

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provision

The childminder is committed to partnership working to help her meet children's individual needs and to support them in reaching their full potential. The policies and procedures are included in the parents' welcome pack to make them aware of her practices and responsibilities. Parents receive good quality information to ensure they are fully informed about their child's care and education. In addition to sharing the children's record of learning, there is the daily discussion and daily diaries for younger children to ensure effective two-way communication. Parents indicate that they are more than satisfied with the provision the childminder offers. They report that the childminder supports children's learning and development very well. The written comments include that their children's development has come on 'leaps and bounds'. The childminder implements procedures to work with other childcare providers to promote continuity and progression in children's

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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 EY462245 Local authority Wirral Inspection number 932443 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 5

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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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