Childminder in Wirral

Inspection date

Previous inspection date 28/02/2014 23/09/2009

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early years provision

This inspection: 2 Previous inspection: 3 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 quality of teaching is very good. The childminder supports children to develop early language skills and promotes their physical, personal, social and emotional development through good quality play and interaction. As a result, all children are motivated and enthusiastic learners.  The childminder is very caring, sensitive and skilled in helping children to feel settled and to form secure emotional attachments. This in turn nurtures their independence, self-confidence and overall well-being.  Children are safeguarded well. This is because the childminder has a good understanding of her role and responsibility to protect children.  The childminder establishes strong links with parents. She keeps them well informed about their child's achievements. As a result, parents are involved in their child's learning.

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It is not yet outstanding because

 There is scope to further extend children's developing literacy skills by displaying examples of print and numerals in the stimulating learning environment.

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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 toured the whole of the ground floor area, along with the upstairs rooms which are used for childminding.

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Inspection activities

 The inspector observed activities in the playroom, kitchen and garden areas, and the interaction and learning between the childminder and the children.

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Inspection activities

 The inspector checked evidence of the suitability and qualifications of the childminder and other adults living in the home, and the childminder's self- evaluation document.  The inspector looked at children's assessment records and planning documentation

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Inspection activities

 Discussions took place between the childminder, the children and the inspector at appropriate times during the inspection.

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Inspection activities

 The inspector took into account the views of parents from references and information included in the childminder's own parent surveys.

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Information about the setting

The childminder was registered in 2006 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged 15, nine and five years in Birkenhead, Wirral. The playroom and dining/kitchen on the ground floor are used for childminding. The toilet facilities and two back bedrooms on the first floor are included in areas children can access. There is an enclosed garden for outside play. The family has a pet rabbit and a hamster.

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Information about the setting

The childminder takes children to local parks, libraries and other places of interest on a regular basis. She lives within walking distance of shops, parks, schools and public transport links. The childminder collects children from the local schools. There are currently six children on roll, three of whom are in the early years age range and attend for a variety of sessions. The childminder operates all year round from 7am to 6.30pm, Monday to Friday, except Bank Holidays and family holidays.

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

 further enhance the environment to include opportunities for children to access print and image, in order to build on their rapidly developing literacy skills.

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who attend

The childminder has a secure understanding of how young children learn through play. As a result, the quality of teaching is good. The childminder makes very good use of her experience to support children to make good progress in their learning and development. She organises her homely learning environment well by providing a variety of stimulating, age-appropriate activities to promote children's development across all areas. Following a settling-in period, the childminder uses her observations of the children to create a summary that covers the areas of learning and acts as a baseline assessment. Information is also gathered from parents on the child's learning at home, which means the childminder has a well-informed picture of the child's individual interests and needs. The childminder continues to regularly observe children and provides parents with a written summary of their child's development. She uses the information gathered from her

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who attend

assessments, including the progress check at age two, to identify individual children's next steps in learning. The childminder and parents also share information about the children's progress and well-being on a daily basis, both verbally and through the use of daily diaries. This joint approach supports the children to make good progress towards the early learning goals. Children play well together and share the resources in both planned and independent play. The childminder is flexible in her approach because she recognises opportunities to extend children's learning and thinking. For example, during free play she allows children to move between the playroom and the kitchen as they become absorbed in using the pretend vacuum cleaner to clean the floor. She supports their interest in cleaning by handing them wet cloths as they tell her the chairs need to be washed, supporting their emerging understanding of how to care for their environment. As a result, the childminder is able to

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who attend

support children's individual needs by using their interests and building on what they can already do. She also uses children's individual interests to extend their understanding of number; for example, counting skills are enhanced by counting train track pieces. The children thoroughly enjoy their interactions with the childminder and frequently invite her to join in with their play. The childminder skilfully uses these opportunities to encourage children to problem solve and find solutions for themselves. For example, as they play on the push-along cars, the childminder pretends that hers has broken down and asks children what could be wrong with it. They quickly decide that it has run out of petrol and it needs to go the petrol station. The childminder shows an excellent understanding of how young children learn new language skills and encourages them to sing and count regularly as part of their play. She enthusiastically discusses a child's imaginary friend with

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who attend

her, encouraging the child to describe what her imaginary friend looks like and what they are doing. This supports children to develop narrative skills and supports their developing imaginations.

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who attend

Children are encouraged to make independent choices about their play as the childminder presents a large selection of resources at their height in a bright and welcoming environment. However, there is scope to further support children's emerging literacy skills by including more print in the play areas, such as words, labels and numerals. Children develop an understanding of the world through activities, for example, feeding and caring for the pet rabbit and visiting places of interest, such as museums, libraries and farms. This means that the childminder fully supports children to develop many of the skills they need for their future learning, such as when they start school.

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

The childminder provides a warm, homely environment which significantly helps children to feel relaxed and emotionally secure. Children form strong bonds with the childminder and are happy and content in her care, which helps them to separate from their parents confidently. The childminder recognises when the children need reassurance and comfort, and children happily approach her for cuddles and hugs when they are tired. Useful information is gathered from parents about their children's care needs and routines before they start, as they complete detailed forms. Settling-in arrangements are tailored to the individual requirements of children and their families. This helps to ensure a happy, smooth transition between home and the setting.

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

Children's behaviour is excellent because childminder has clear expectations and praises their positive behaviour. For example, even very young children tidy away their jigsaws and return them to the shelf before getting out another toy. Children show that they are developing a respect and care for each other as they quickly give cuddles if one of them becomes upset. They share toys and equipment very well and take turns during games. The childminder supports children's understanding of how to keep themselves safe. For example, as children are walking down the stairs, she reminds them to be careful and hold onto the handrail. Children's self-help skills and independence are promoted at every opportunity. For example, they are encouraged to put on their own coats and skilfully cut up their banana into chunks at snack time. Children demonstrate an understanding of how to take care of themselves and talk about their own needs. For example, as they come

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

inside from the garden, they tell the childminder they need to wash their hands and have a warm drink because they feel cold. All of this gives children the essential skills and attitudes needed for their future learning.

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

The childminder provides children with healthy snacks and freshly cooked meals, which they can help to prepare, and this supports their understanding of a healthy lifestyle. Children access the outdoor area whenever they choose, which means that they have regular access to fresh air. Children have opportunities to go to the park with the childminder, where they can build on their physical development using large climbing apparatus. The childminder enables children to build confidence accessing the slide steps independently, making sure she is close by to provide support if she is needed.

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provision

The childminder has a good knowledge of how to meet the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. Her understanding of child protection is good and she has secure procedures in place to follow should she have a concern about a child in her care. She and her husband have undertaken Disclosure and Barring Service checks to demonstrate that they are suitable to be in contact with children. Detailed records of children's information are kept and the childminder implements a good range of written policies and procedures so that all children in her care remain safe. She also undertakes risk assessments of her home and outings to ensure children are kept safe and secure at all times.

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provision

The childminder ensures that her planning, observations and assessments meet children's individual interests. She monitors their development regularly and completes summative assessments, which she shares with parents. Consequently, it is clear how well children are progressing towards the early learning goals, and any gaps in learning are easily identifiable. The childminder is committed to attending training, in order to keep herself up to date.

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provision

The childminder reflects on her practice, the environment and her resources continually. She is fully aware of her strengths and areas to improve. She strives to provide the best she can for children, using her improvement plan to help her achieve this. The childminder acknowledges the importance of building close partnerships with parents. She has effective relationships with them and they share information so that children's needs can be personalised. This ensures that learning and development is as consistent as possible. The childminder is aware of who to contact should she have any concerns about a child's development and knows where she can access support. She demonstrates an understanding of the importance of working with other professionals to provide early intervention if a child requires additional support.

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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 EY337142 Local authority Wirral Inspection number 878172 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 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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