Childminder in Knowsley

Inspection date

Previous inspection date 11/02/2014 15/02/2013

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder is well motivated and strives to continually improve her provision by attending training and working closely with local authority advisors. She has effectively addressed actions raised at her previous inspection and has made well-targeted plans for even further improvement.  The childminder has a suitable understanding about how to support children's learning. She talks to children naturally during their play and encourages them to listen to stories together to promote their developing communication skills.  The childminder has a secure understanding of safeguarding issues. She works with parents to find out children's individual needs and conducts appropriate risk assessments to help ensure children's well-being and safety.

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It is not yet good because

 The childminder does not always use what she knows about the children to plan effectively to build on children's interests and help them make the most of their learning opportunities.  The childminder's systems to monitor children's progress are not always implemented effectively. They are not used consistently to identify gaps in children's learning in order to plan appropriately to address them in a timely way.  The childminder does not always exchange information about children's learning with other settings to enable her to plan more effectively for individual children.

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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 in the childminder's home.

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Inspection activities

 The inspector spoke with the childminder at suitable points throughout the inspection, made observations and spoke to children present.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation and a range of other records, policies and procedures.

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Inspection activities

 The inspector took account of the views of parents received in the childminder's feedback.

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Inspection activities

 The inspector checked evidence of the childminder's qualifications and suitability of household members aged over 16, the childminder's self-evaluation documentation and improvement plans.

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Inspection activities

 The inspector and childminder jointly observed individual children and discussed their learning and progress.

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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 husband and children aged 14, seven and two years in Kirkby. The whole of the ground floor, first floor bathroom and rear garden are used for childminding.

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Information about the setting

The childminder attends local toddler groups. She collects children from the local schools. There are six children on roll, of whom; three are in the early years age group. Children attend for a variety of sessions. The childminding provision operates all year round, from 7am to 6.30pm, Monday to Friday, except bank holidays and family holidays.

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must:

 improve teaching by making better use of information gained from observations and assessments of children's learning in order to plan activities that are challenging and achievable for all children so that they make the most of their learning opportunities

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must:

 improve the monitoring of assessments of children's learning and development more consistently to identify any gaps in children's learning in order to plan to address these quickly.

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

 extend the partnership arrangements by gathering more detailed information about what children learn in other settings in order to plan even more effectively to provide continuity in children's learning.

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who attend

The childminder has worked closely with the local authority development worker to improve how she observes and plans for children's learning. She has increased the range of toys and resources available to children and improved how they are presented to them. This means children play actively with a range of toys that supports their learning. The childminder plans for children to attend local groups and parks for them to have opportunities to play with other children and use a wider range of toys and play equipment. This means children have sufficient opportunities to learn in all areas of learning. The ways the childminder plans for children's learning are still being developed. She now regularly observes and records her observations on children's learning. However, not all observations are used effectively. Teaching at times, is less effective as opportunities to offer more appropriately challenging activities to some children are

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who attend

missed. Consequently, children make satisfactory rather than good progress. The childminder uses appropriate guidance, such as 'Development Matters in the Early Years Foundation Stage' to help assess children's development. This helps her know that children are generally, working within the typical range of development expected for their age given their starting points. The childminder has introduced summaries of children's learning and tracking systems to help monitor children's progress towards the early learning goals. However, these are not always used consistently to measure children's progress, identify any gaps in children's learning and to plan effectively for the next stage in their learning. The childminder is aware of the requirements to complete a progress check at age two when required. She shares written and verbal information about children's achievements with parents so that there is a shared understanding about their

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who attend

The childminder uses a range of sound teaching techniques as children play. She encourages children to make choices in their play and has an adequate range of toys for children to choose from. The childminder uses some labels and pictures to help children know what is available. The childminder has suitable expectations for older or more able children. For instance, she uses appropriate resources to support children's writing skills. However, she does not always gain sufficiently detailed information about what or how children learn at other settings. This does not help her to plan as effectively as possible to offer continuity in their learning for children to make the best possible progress. In playing with younger children she gives appropriate attention to developing their communication skills. She uses simple phrases and gestures she knows children understand and like to copy, such as 'all gone'. She listens and understands children's young voices well. She

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who attend

repeats words they find difficult to say for children to hear and learn from her example.

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who attend

The childminder supports children to use their imagination. Children are confident in playing with the toy kitchen. The childminder extends their play by asking what they are cooking and joins in and pretends to drink the imaginary tea they have made. The childminder generally notices when children are getting restless and tries to extend their play. For instance, when children become restless while playing with artificial snow she introduces new items, such as, household jugs, spoons or toy animal figures to extend children's interest. She gives brief demonstrations on how the snow can be scooped up and asks children how it feels. This helps engage some children in the activity and others are confident to continue playing with other toys available. Children are well-motivated to persist in their learning in self-chosen activities. For instance, they enjoy making and rubbing out marks on the whiteboard. They take time to hold the wiper correctly and

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who attend

concentrate as they carefully put the lid back on the pen. The childminder reads books with expression and encourages children to lift flaps or find different pictures on the page. Children enjoy holding the books and trying to turn the pages, demonstrating good curiosity and enjoyment. The childminder chooses stories that explore size and position to encourage children's thinking and understanding. Consequently, children are developing some useful skills for the future as they listen and begin to recognise differences in size and shapes.

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

Children play actively and show they feel safe in the childminder's care. The childminder meets with parents to find out about their routines at home. This helps her to understand and plan to meet children's individual care needs. Consequently, she understands when and how they like to sleep and is able to support young children with cuddles as they begin to get tired. Children happily snuggle into the childminder when they are tired or in need of reassurance. This demonstrates that they feel secure and enjoy warm and caring relationships with the childminder. Parents are welcomed into the home as they collect their children and are given a verbal feedback of children's experiences. This helps keep parents informed and builds positive relationships with them.

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

The childminder encourages children's independence in play and in daily routines. For instance, she encourages children to help get the table ready for meals and to tidy up toys they have finished playing with. She provides suitable knives for children to help cut up their bananas. Children enjoy practising their developing coordination skills and enjoy the responsibility. The childminder promotes children's understanding of hygiene as she encourages them to use hand sanitizers before meals. Children enjoy using their senses to smell the different fragrances and become familiar with good hygiene routines. Children show an understanding of how to keep themselves safe and well as they automatically roll up their sleeves before messy play or in role play when washing dishes. Children play actively, pushing prams and carrying dolls and toys around the room to where they want to play. The childminder promotes good relationships between children as she shows them

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

that there are sufficient toys for each child to have their own to play with. This avoids minor disputes over toys and teaches children about the needs of others. The childminder is calm and confident in managing children's behaviour. Consequently, children behave well and enjoy each other's company.

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

Children's transition to the childminder's home and other settings is supported by the childminder's positive relationships with parents. Children are confident in the childminder's care and play happily. They demonstrate a growing understanding of their own personal needs and those of others. They play caringly with dolls as they carefully tuck their baby in the pram before taking them to the pretend shops. The childminder enhances their play by offering pretend money and asking for them to buy things for her at the shops. Children happily chat, push the prams and enjoy using their imagination.

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provision

The childminder has a sound understanding of safeguarding issues and welfare requirements. Since the last inspection she has attended local safeguarding training courses. She now has a secure knowledge and understanding of safeguarding issues and has revised her policies and procedures. She is confident in her understanding of the possible signs and symptoms of abuse and has a clear understanding of what to do if she is concerned about a child's welfare. She has a record of local safeguarding procedures and contact details at hand for easy reference and to share with parents. She maintains clear records of children's attendance, accidents and medication and has clear procedures to record any complaints. The childminder conducts effective risk assessments for all areas in the home and for all outings. This helps her to keep children safe and protected while in her care.

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provision

The childminder has worked extensively with the local authority development worker to increase her understanding of the learning and development requirements. As a result, she has developed ways to observe, plan and monitor children's progress towards the early learning goals. However, her systems are yet to be used consistently to have a full effect on children's learning. The childminder has received support, guidance and a grant to increase and improve her resources to promote children's learning. This has resulted in children using a wider range of toys that support their development in all areas of learning. In addition to formal training, the childminder has received guidance to increase her understanding of the different ways children learn. This has improved how she uses everyday resources to support children's play and learning. The childminder has worked with the development worker to effectively address actions raised at the last inspection.

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provision

She has further evaluated her practice. As a result, she has accurately identified her training needs and set well-targeted plans for even further improvement.

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provision

The childminder has worked hard to improve the ways parents are encouraged to be involved in their child's learning. The childminder meets with parents to find out about children's learning as they start. She uses this information and her own observations to complete an initial review of children's learning progress to share information with parents. She is developing attractive files containing photographs and her observations to share with parents and others. Ways to extend partnerships with other settings children also attend have also been introduced. The childminder understands the benefits of sharing information to help plan for continuity in children's learning. She has talked to staff in some other settings for some children attending to help support children's transition between settings. However, her procedures are not yet implemented consistently for all children attending. This means she is less able to plan effectively for

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provision

continuity in all children's learning so that she can help them make the most of the learning opportunities with her.

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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 EY449730 Local authority Knowsley Inspection number 913125 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 6

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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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