Reilly, Catherine Elizabeth

Inspection date

Previous inspection date 18/03/2014 Not Applicable

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early years provision

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

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This provision requires improvement

 The educational programme is well planned by the childminder to cover all areas of learning and provide challenging, interesting and motivating experiences for all children.  The childminder forms positive and caring relationships with children so they feel safe and secure. This effectively supports their emotional well-being.  The childminder regularly evaluates her performance so that practice is developed and areas for improvement are identified.

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It is not yet good because

 The childminder is not maintaining a daily record of the children's hours of attendance, therefore, the procedures to safeguard children are less effective and potentially compromise their safety.  Partnership working with parents is not fully effective in supporting children's progress.  There are limited resources promoting positive images of diversity to support children's learning and appreciation of the similarities and differences in society.

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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 in the indoor and outdoor play areas.

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Inspection activities

 The inspector spoke with the childminder at appropriate times during the inspection and conducted a joint observation with the childminder.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of the suitability of the childminder and household members aged over 16, the qualifications of the childminder, the self-evaluation form and policies and procedures.  The inspector took account of the written views of parents.

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Information about the setting

The childminder was registered in 2012 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged one and three years in Bebington, Wirral. The whole ground floor of the house and the rear garden are used for childminding.

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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 and collects children from the local schools and pre-schools. There are currently four children on roll in the early years age group, who attend for a variety of sessions. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except Bank Holidays and family holidays. She is able to provide overnight care and is a member of the Professional Association for Childcare and Early Years.

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must:

 ensure a daily record of the children's hours of attendance is maintained for children's safety and well-being.

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

 promote further the opportunities for parents to contribute to their children's ongoing assessments, to further enhance the use of this shared knowledge to plan together and think through ideas of how to move the child forward in their learning

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

 improve the range of resources available to support children's awareness and respect for the diversity of society.

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who attend

The childminder has a clear understanding of the seven areas of learning. Children are supported in their learning through a mix of adult-led and child-initiated activities. The childminder provides a wide range of interesting activities and challenging experiences. Consequently, children are active and inquisitive learners who are acquiring the skills, attitudes and dispositions they need to be ready for school. Children under two years of age enthusiastically explore a well-presented and stimulating learning environment. They confidently and independently access resources of their choice and are well supported by the childminder. As a result, children from an early age become absorbed and persevere with activities, demonstrating they are developing the characteristics of effective learning. The teaching is rooted in sound knowledge of how children learn best, such as through being engaged in play and following their interests to extend their learning. To match

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who attend

children's current interests there are a variety of resources and books associated with transport. The children become deeply involved in playing with the cars and the garage. They use their problem-solving skills to move the cars up the garage ramp and into the parking spaces. They examine individual cars, closely observing the effect of the turning wheels and triggering flashing by pushing the button. The childminder meaningfully raises children's awareness of number, space, colour and size through her questioning at appropriate times as they play. She observes the children's engagement in play. When they are losing interest she asks if they would like to play with the musical instruments and sing nursery rhymes. There is an enthusiastic response as they are eager to participate in the activity.

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who attend

The childminder makes effective use of visual aids to support children's communication and let their preferences be known. She has prepared printed pictures depicting a range of nursery rhymes. Using the pictures, all children have equal opportunity to choose the nursery rhymes they want to sing. In this inclusive setting children's self-confidence is well promoted in the knowledge that they are valued and their choices are respected. Together they explore sound using musical instruments and a variety of resources including pans, spoons and homemade shakers. The children notice the different sounds they can make knocking the pans from the outside and then from the inside. They smile with delight at their discovery and repeat their actions. The children dance to their music, sing and play instruments; it is a happy, lively session. There is a sense of fun and the childminder responds to children's self-initiated play to contribute to this happy atmosphere. Children

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who attend

transfer their play to a tent and this leads to a game of hide and seek. The childminder responds positively to this in a playful manner. The children giggle and laugh as they wait to be discovered behind the curtain.

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who attend

Children's communication and language skills are well promoted by the childminder. She models language and provides children with lots of opportunities to use language for communication. She asks open questions which encourage children to respond verbally, and provides continual opportunities for older babies to develop their vocabulary. This helps them develop the skills required to form simple sentences. Children's enthusiasm for books and stories is evident as older babies show sustained interest. Creative and sensory opportunities, such as painting, water play and foam, are introduced for children to explore and investigate a range of textures. Children explore paint with their hands, brushes and other resources, including pieces of cauliflower. They notice the marks they are making and observe the changing colours as they mix the paints. The childminder does not expect a specific end product. This gives children the confidence to be

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who attend

expressive. They smile with delight and are obviously proud with their art achievements and are praised by the childminder. The children enjoy activities in the outdoor play area. Resources are transferred between the indoor and outdoor environment to extend children's play ideas and learning. The childminder is fully aware that for some children outside is the preferred learning area. The children push the prams as they take the dolls on a walk as their role play continues in this environment. The childminder draws the children's attention to the growth of the new plants as spring is approaching. In a gentle manner she encourages the children to be careful not to damage the plants, to help nurture their respect towards the natural world. The childminder makes effective use of the use of community facilities to further enhance children's learning about the world around them.

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who attend

The chilminder establishes partnership working with parents at the onset of the arrangement. She gathers information from parents when children start, which is used as a baseline for her to plan developmentally appropriate activities. The childminder encourages two-way communication with parents to keep her informed about significant home events and their own observations about their child's progress. She uses this information and her observations to assess children and to plan their next steps in learning and development. However, opportunities for parents to contribute fully to the ongoing assessments of their child's capabilities are not always fully utilised. This reduces opportunities to use a shared knowledge to plan together and to think through ideas of how to move the child forward in their learning. The ongoing communication with parents provides them with information which can be used as a guide to continue their children's

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who attend

development at home. The childminder works with parents in the completion of the children's progress check at age two. She liaises with the children's key persons if they also attend other settings, to share information in order to plan complementary learning experiences.

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

Children benefit from secure attachments with the childminder, which provide a strong foundation for their general well-being and future learning. The caring and supportive environment ensures children feel valued, safe and secure. Consequently, children demonstrate a strong sense of belonging as they move purposefully around the childminder's home. Care needs and routines are discussed and agreed with parents before the children start to ensure the childminder meets their individual needs. Children's self-help skills and emerging independence are well promoted by the childminder. For example, she encourages young children to recognise when they are becoming tired and need to rest or sleep and to cooperate with nappy changing.

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

The childminder is a good role model who encourages children to develop a positive and caring attitude towards others. She routinely praises good behaviour and children's achievements. This helps raise children's self-esteem and encourages positive behaviour. Children are becoming increasingly aware of their own safety because the childminder provides simple explanations which raise their awareness of potential hazards. The childminder involves children in implementing the safety procedures from a young age. For example, she follows the road safety and emergency evacuation procedures for them to observe her actions. However, children's safety and well-being are not fully supported by accurately maintained documentation. 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 building

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

relationships and developing their social skills in preparation for later transitions into nursery or school. The childminder is effectively supporting children's learning and development because she provides a stimulating learning environment where children confidently make their own choices about what they want to play with. However, there are limited resources which help children nurture an understanding and respect for the diversity of society.

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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 been awarded the highest food standards grading for her practice. The childminder discusses any special dietary requirements with parents to ensure that these are fully met in order to promote the child's well-being. This is referred to by parents in their written comments. Children select the fruits of their choice at snack time and activities are planned to trigger children's interest in a wide range of healthy food options. Mealtimes are a social occasion where the children and childminder sit together and talk about events of the day and their interests. Children learn to manage their own hygiene very well. They wash their hands after nappy changing to become familiar with personal hygiene procedures. The childminder takes children on regular outings to parks and open spaces. This enables children to enjoy energetic play and to develop their physical skills.

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

The comfortable furniture gives children opportunity to rest their bodies if they are tired, and the childminder provides areas where they can sleep undisturbed. She is vigilant about checking sleeping children on a regular basis for their safety.

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provision

The childminder has a sound knowledge of safeguarding procedures regarding child protection issues. She demonstrates a clear understanding of signs and symptoms of abuse and is fully aware of procedures to follow should she have any concerns. This is supported by a written policy which she shares with parents to make them fully aware of her role and responsibility to protect children from harm. The childminder keeps her home safe and secure so children play in safety. Regular risk assessments are completed for all areas used by children, including outings. However, the childminder's daily record of children in her care does not include their hours of attendance as required. This is a legal requirement of the Early Years Foundation Stage and both parts of the Childcare Register. As the records do not show the actual hours the children attend, it cannot be evidenced who has responsibility for children at specific times to effectively safeguard children. Other

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provision

This is the childminder's first inspection since registration and she has completed the required training. She demonstrates her commitment to continually improve the provision. The childminder reflects on her practice to ensure that she provides children with an appropriate range of activities and to identify areas which can be improved. She seeks the views of parents through discussion and the use of questionnaires. She values contact with other childminders to help quality assure her provision. The childminder monitors planning for individual children's learning. She uses child development publications to make sure this planning covers all aspects of the seven areas of learning and is sufficiently challenging to support their progress. The childminder is aware of the importance of building positive relationships and close links with parents. She has developed working relationships with them and they regularly

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provision

share information to ensure children's individual care needs are well met. Parents are well informed about the organisation of the provision. They receive plenty of information about their children's care and daily activities. Written comments from parents express their great satisfaction with the provision. They refer to the 'fun and stimulating' environment provided to support their children's progress. The childminder works in partnership with professionals at the other settings children attend. This exchange of information helps her to support continuity and progression in the children's learning and development.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 ensure a daily record of the children's hours of attendance is kept (compulsory part of the Childcare Register)  ensure a daily record of the children's hours of attendance is kept (voluntary part of the Childcare Register).

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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 EY442355 Local authority Wirral Inspection number 892097 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 4

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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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