Childminder in Liverpool

Inspection date

Previous inspection date 20/03/2014 30/10/2008

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early years provision

This inspection: 1 Previous inspection: 2 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The quality of teaching is outstanding because the childminder has an in-depth understanding of how young children learn. He provides a wide range of inspiring and age-appropriate activities for children in his care. As a result, children are eager to learn and make excellent progress in their learning and development.  The childminder places a very high priority on supporting children's personal, social and emotional development and expertly supports children to develop their communication skills. He is highly skilled in helping children to form secure emotional attachments. Consequently, children develop high levels of self-confidence and independence.  Excellent partnerships with parents and other professionals ensure that children's individual needs are exceptionally well met.  The childminder has an in-depth knowledge of the safeguarding and welfare requirements. This ensures that children remain exceedingly safe and secure while in

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This provision is outstanding

his care.  This highly dedicated childminder continually updates his own professional development by attending various training courses and monitoring his practice, talking into account the views of parents and children. As a result, he has a strong capacity to improve this already outstanding setting.

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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 checked all areas of the home used for childminding.

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Inspection activities

 The inspector sampled children's assessment records and planning documentation and looked at a selection of policies and procedures, including safeguarding and risk assessments.

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Inspection activities

 The inspector carried out a joint observation with the childminder and discussed children's learning and development.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and co-childminder and their self-evaluation form.

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Inspection activities

 The inspector talked to the children and childminder at appropriate times throughout the inspection and observed a variety of activities both indoors and outside.

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Inspection activities

 The inspector took account of the views of parents by reading a number of comments on questionnaires and letters given to the childminder.

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Information about the setting

The childminder was registered in 2002 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. He lives with his wife who is a co- childminder and his 14-year-old child, in a house in Halewood, Liverpool. Most of the ground floor, two bedrooms on the first floor 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. He visits the shops, park and local places of interest on a regular basis. He collects children from the local schools and pre-schools. There are currently five children on roll, all of whom are in the early years age group and attend for a variety of sessions. He operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder cares for children with special educational needs and/or disabilities and those with English as an additional language. He is a member of the Professional Association for Childcare and Early Years.

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

 enhance the already excellent outdoor provision, for example, by providing a digging and planting area to further inspire children and support their investigative and sensory experiences outdoors.

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who attend

The quality of teaching is excellent. This well-qualified childminder has a secure knowledge of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. He has very high expectations of himself and of the children in his care. He has an excellent understanding of how to support young children to achieve the best they can in their learning. Children thoroughly enjoy their time with this calm, dedicated childminder, who provides an excellent range of activities and experiences both indoors and outside, to support their interests and enhance their skills. The learning environment is extremely well set out and allows children to use their senses and imagination when engaging in activities. As a result, children are confident and independent learners.

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who attend

The childminder recognises and celebrates the uniqueness of children in his care. He establishes very strong bonds straight away by offering flexible settling-in sessions and forming excellent relationships with parents. He collects a great deal of information about all aspects of children's learning and development and expertly uses this information to accurately assess their starting points. He carries out regular observations and assessments and uses these to effectively plan for the next steps in learning. The childminder completes the progress check at age two years and provides regular, comprehensive and informative summative assessments for parents. As a result, any gaps in children's learning and development are quickly identified and addressed through early intervention and support. The childminder values parents' role as first educators and regularly shares children's progress and achievements using daily diaries, face-to-face

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who attend

meetings and sending regular photographs and videos of children's activities. As a result, children are exceptionally well supported and make rapid progress towards the early learning goals.

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who attend

The childminder expertly joins in children's activities and shows a superb ability to engage with them as they play. He effectively supports children's individual learning styles. For example, he enables children to identify foods, such as asparagus, pineapple, croissants and kiwi as they set out an imaginary picnic in the playroom. The childminder gives very high priority to the development of children's early language and communication skills and has completed training, including signing. He extends language by using words, such as 'exciting', 'surprising' and 'amazing'. He speaks clearly to children, allowing them thinking time. During role play, the childminder uses appropriate words, such as 'fire-fighting', 'extinguishing flames' and 'breathing apparatus'. He explains what these are and why they are used by fire officers. He further extends children's vocabulary by asking open questions, such as 'Where do you think the fire engine is going?' or 'How will they put out

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who attend

the fire?' Children repeat the new words with relish. In this way, children are learning new vocabulary as they play. These strategies are highly successful and as a result, children's language skills are rapidly improving.

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who attend

Children love books and select their favourite stories from the bookshelf. A dark tent provides opportunities for children to read together in a calm, quiet atmosphere, to use torches and investigate light sources. Children readily join in repeating animal names and sounds. They are highly motivated to learn. They thoroughly enjoy their play and are fully involved in all activities. Children readily engage in dressing-up and putting on coats and boots for outdoor play. They develop their understanding of the world by celebrating cultural events, using dual language signs and basic words in Polish, and visiting shops and parks in the local community. Children extend their play outdoors when they jump in muddy puddles, blow bubbles and find colours and patterns in the environment. Children use problem solving and mathematical skills as they complete jigsaw puzzles and put bubble wands back in the box finding out how best to secure the lid. Due to the excellent

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who attend

range of activities and learning opportunities available to children, they are exceptionally well prepared for school.

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

Children settle quickly because the childminder takes time to get to know them and their families before they begin. He forms excellent working relationships with parents and as a consequence, he has an extremely good understanding of children's individual care needs and routines. As a result, children form strong attachments with the childminder, which highly supports their emotional well-being. The childminder expertly supports children with special educational needs and/or disabilities and makes highly appropriate arrangements to support their individual needs, for example, early walking skills. Children's behaviour is exemplary because the childminder is an excellent role model. He has basic house rules, such as speaking kindly to one another, playing together and helping each other and using good manners at all times. He speaks calmly to children and listens to them respecting their opinions and answers. The childminder uses positive praise and acknowledges

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

children's achievements. Consequently, they are confident, independent and self-assured individuals. The playrooms are extremely interesting and stimulating for all children. They are very well set out with a wide range of easily accessible well stored activities, including natural resources to extend children's imaginative and sensory experiences. However, children have less opportunity to extend their investigative experiences outdoors, for example, as there is little provision for digging and planting.

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

The childminder places very high importance on children's personal, social and emotional development and fully supports them to form positive relationships with others and to become confident in social situations. He plans interesting outings to local places of interest and attends play sessions at the local children's centre. He encourages children to share resources and to support one another during play activities. He listens as children talk about their interests, speaks calmly and gives reassurance when they express their fears. Therefore, children feel valued and respected. Children develop excellent personal hygiene skills as they learn to wash their hands before eating and after using the toilet. They blow their noses and put tissues in the bin to reduce the risk of cross-infection. Toilet training and sleep routines are very well embedded in practice. Children have a superb understanding of healthy lifestyles because the childminder provides a range of

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

healthy and nutritious snacks, such as cereal and fruit and home-made meals. Menus are shared with parents and recipes are available if required. Milk and water are available for children throughout the day. Food preparation is a learning experience for the children as they make their own pizzas, spreading tomato sauce, sprinkling cheese and choosing their favourite topping to add to the base. Children understand about safety when using knives. They carefully cut their pizza into half and then quarters, they add salad and enjoy their lunch. Older children are supported to choose yoghurt from the fridge for their pudding. Children support each other at all times, showing very caring attitudes towards each other and especially to younger babies. The childminder ensures that children with medical needs are well cared for. He has care plans and in depth medical records in place and regularly attends meetings to keep his knowledge up to date.

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

Children have ample opportunity for physical exercise as they have daily access to outdoor play. They run, play ball games, ride a variety of wheeled vehicles and use climbing equipment to excellent effect. Children learn to take risks in a safe environment because the childminder supports their play. He explains about slippery steps and how to climb and slide safely. Children tell each other to be careful, watch for the step and to sit down at the top of the slide. Consequently, they develop very healthy, positive attitudes to physical activity and safety. Children take part in regular fire drills, which the childminder records. Fire exits are clearly labelled. Children know that when the alarm sounds they must stop, listen and follow the evacuation route carefully.

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

Throughout the setting, posters and well-displayed children's work depicts their interests. Artwork is very well displayed and parents are able to take their children's creations home as and when they wish. Photographs brought in by children show the variations in family, ability and ages represented within the setting. The childminder supports children with English as an additional language; through the use of dual language and photographic labels, the children learn to communicate and express their needs. In this way, children are very accepting of each other, they understand about equality and diversity and learn to value and respect each other's similarities and differences.

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provision

The childminder has an excellent understanding of his role and responsibilities in meeting the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. He works exceptionally well with his co-childminder in all areas of their provision. He has a very high regard for children's safety and cares for them in a highly child-centred environment. Comprehensive risk assessments are in place for all areas of the home used for childminding and for outings and visits. Resources are regularly checked for suitability and cleanliness. All required policies and procedures are in place, exceptionally well written, regularly reviewed and shared with parents. Policies are very well implemented and underpin this excellent provision. The childminder has an excellent knowledge and understanding of how children learn and the need to challenge and support learning and development. He regularly reviews and monitors children's progress.

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provision

As a result, children are highly motivated and show very positive attitudes to learning.

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provision

The childminder has excellent partnerships with parents. He shares information through daily diaries, discussions and regular information about outings and activities. He displays a good range of relevant information about all aspects of the provision. Children's comprehensive learning journey records are available for parents to discuss at anytime, especially at the end of each term or on transition to another setting. In this way, parents are well informed of their children's progress and children have continuity of care. Individual tracking sheets show children's rapid progression towards the next steps in their education and development. Parents highly value the childminder's provision and make comments, such as 'It is clear from the development assessment that my child is doing well. He has formed strong attachments and his speech and language is really good. He is reaching all his milestones and more. Thank you.' The childminder has strong links with

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provision

the local school where some of the minded children attend. He shares information with the school staff as appropriate and is invited to special events at the school, such as, plays, performances, end of term assemblies and fun days. This partnership effectively supports children's emotional security and ensures continued progress in learning and development.

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provision

The childminder is extremely enthusiastic, highly motivated and fully committed to his work. He uses his expert knowledge and experience to provide high quality childcare. He constantly seeks to further his own professional development by attending a variety of relevant training. Since the last inspection, the childminder has made immense progress in his practice. All previous recommendations have been fully met. For instance, he has developed his information gathering, including observation and assessment and uses this to identify children's interests and plan highly relevant and motivating experiences for each child. He effectively evaluates his practice, taking into account the views of parents, children and other professionals and identifies his strengths and weaknesses. He has put in place a focussed improvement plan to address any issues and he has robust risk assessments for all aspects of his provision, including all outings and visits. The

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provision

childminder works with the local authority and is willing to take on board suggestions and new ideas. He continues to be inspirational in his practice and demonstrates a strong capacity to improve even further.

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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 EY229616 Local authority Liverpool Inspection number 872515 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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