Childminder in Wirral

Inspection date

Previous inspection date 31/03/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The quality of teaching is good. The childminder accurately assesses children's progress and effectively plans for their next steps in learning. This ensures children are well challenged and make good progress in their learning, in readiness for their next stage of education.  Children are happy and content with the childminder, which positively impacts on their self-confidence and emotional 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 writing skills by providing writing resources in the role play area.  The childminder is skilled in asking children open-ended questions in the knowledge that this supports learning. However, on occasion, she does not give children time to think and respond before answering for them.

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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 and spoke to the childminder and children during activities in the playroom.  The inspector 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 suitability and qualifications of the childminder, the self-evaluation form and policies and procedures.

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Inspection activities

 The inspector took account of the views of parents by reading a number of questionnaires and their written comments in children's records of learning.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner in a house in Prenton, Wirral. The whole of the ground floor and one bedroom and toilet facilities on the first floor are used for childminding. At the present time, children do not have access to the childminder's garden, although, they have daily opportunities for fresh air and outdoor activities by using facilities within the community. The childminder visits the local shops, toddler groups and the library. She collects children from the local schools and pre- schools.

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Information about the setting

There are currently six children on roll, of whom four are in the early years age group and attend for a variety of sessions. She operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and holidays. She is a member of Professional Association for Childcare and Early Years.

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

 extend the accessibility of the writing materials to the role play area to further promote opportunities for children to practise their writing skills

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

 give children sufficient time to respond to questions to effectively support their language development and thinking process as a characteristic of effective learning.

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who attend

The childminder has a good understanding of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. She provides children with a broad range of fun activities that cover all areas of learning. Consequently, children are happy, relaxed and make good progress in the childminder's care. Overall, teaching is good. The childminder is fully aware of the characteristics of effective teaching. She helps to nurture these through the thoughtful planning of the continuous provision of the play resources. As a result, children are fully engaged in play and return to resources to practise skills. They are confident to make choices and to transfer resources around during play to support their play ideas. For example, after a lively story telling session with the childminder, children are motivated to play 'schools'. They assume the role of teacher and move chairs and books to create a classroom. They model the teaching of the childminder

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who attend

and ask their make believe pupils questions and use an expressive voice as they tell the story.

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who attend

The childminder places a strong focus on helping children to develop their communication and language skills and supporting their physical, personal, social and emotional development. Consequently, children are acquiring the skills to prepare them for their next stage of learning. The childminder consistently speaks very clearly to support children's language development. She engages the children very positively in conversations and asks questions. This good practice provides opportunities for them to express themselves, to share their interests and extend their growing language and communication skills. However, on occasion, the childminder does not give the children sufficient time to think and to answer the questions themselves. The role play resources reflects the children's current interest of animals and being 'vets'. They dress-up to assume their imaginary roles as they become deeply involved in their play using a range

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who attend

of resources, including the 'take home' bear from the children's pre-school. This is an example of the partnership working the childminder has established with other providers delivering the Early Years Foundation Stage to the children to support their progress. Medical play materials, such as stethoscopes and syringes are used and bandages are carefully wrapped around the imaginary animals injuries. The childminder and children use animal masks and assume the characteristics of the different animals requiring attention. However, writing materials are not positioned in this area to further enhance children's opportunities to practise their writing skills.

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who attend

The childminder provides a range of resources and sensory experiences to enable children to explore colour, texture and sound. She sits at floor level with the children as they play with a tray of coloured rice and resources, such as small world play figures, spoons, containers. The childminder gradually introduces further resources to the activity to sustain children's interest, such as funnels and children make discoveries as to how they can use these to fill containers. Children determine the direction of their play from this adult-led activity. They use their fingers to write the first letters of their name in the rice. The childminder responds to this and sounds out and writes other letters of their name to encourage them to experiment further with writing. Children decide to take off their socks and walk bare foot on the rice to enjoy the sensory experience. They laugh as they say the rice is tickling their feet. The childminder's attention to detail in planning resources,

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who attend

which are readily accessible to the children, significantly impacts on their creative and critical thinking. The childminder has placed miniature pieces of pasta in the small world play trough to represent sand. Children introduce this resource creatively into their small world play and as a result, develop hand movements required for writing. The childminder fully embraces outdoor learning and making effective use of parks, woodland and urban farms in the local community. She appreciates that outdoor learning gives children the opportunity to do things in different ways to support their learning and observe the world around them. For example, the children learn about shadows and draw around each other's shadow and later colour to create images of themselves.

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who attend

Effective partnership working with parents from when children start means that the childminder is able to obtain information about children's starting points and interests and use this to inform her planning. The childminder shares with parents information about the Early Years Foundation Stage and her policy on working together to support their child's progress. She maintains individual children's records of learning. These records contain observations, in both written and photographic format and their personal planning. Parents contribute their observations to their children's learning record and review their progress regularly. The childminder uses information from parents, other providers and her observations to assess the children's stage of development and to plan to support their continued learning and development. She accurately assesses the children's stage of learning and development. As a result, children are making good progress and are working

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who attend

within the typical range of development expected for their age. The childminder's planning of activities for children to continue at home, successfully engages parents to be involved in their children's learning. The childminder has worked with parents in the completion of the progress check at age two years.

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

The childminder works closely with parents to support children's transitions into her care. Settling-in visits are offered, which means that children gradually become familiar with their new surroundings. A wide range of information is obtained from parents about children's routines, interests and individual needs to enable the childminder to offer a consistent approach, which supports children's well-being very well. This also reflects how the childminder respects the uniqueness of each child and tailors her provision of care and learning to support their individual needs. The ongoing sharing of information ensures children's needs continue to be met. Strong, warm and caring relationships between the childminder and children are evident. She provides a welcoming environment where children are valued. This helps them to feel good about themselves and children are observed to be very happy, content and secure.

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

Children's behaviour is good because the childminder has clear expectations and praises their positive behaviour. The childminder gently reminds the children about sharing and being kind. Children respond to these and as a result, they learn to share and cooperate with each other. She gives lots of praise and lets children know they are important to her. 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. Outings are used to support children's understanding of road safety procedures and 'stranger danger' awareness. Resources are relevant to children's age and stage of development and are thoughtfully set out to encourage children to make independent choices in their play. As a result, children's confidence is nurtured and they become independent learners. These resources include a good selection of books and play

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

materials, which reflect positive images of diversity to help to nurture children's respect towards people who are different to themselves. Children's self-help skills and independence are promoted at every opportunity. For example, they are encouraged to dress themselves during role play and skilfully cut up their fruit into chunks at snack time. The childminder provides opportunities for the children to play with a larger group of children through attending activities at the softy play centres, toddler groups and the library. Consequently, the childminder supports children well to develop the confidence and necessary skills they need as they move onto the next stage in their learning.

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

The childminder helps children to develop an awareness of a healthy lifestyle through their daily routines, discussions and planned activities. She provides a nutritionally balanced menu for children to enjoy. The weekly menu is displayed for parents information. Children manage their own hygiene very well. For example, they confidently wash their hands using their own towels for drying before snack and after toileting. The childminder makes effective use of facilities in the local community for children to have the opportunity and space to enjoy being physically active in the fresh air. The comfortable furniture gives children opportunity to rest their bodies if they are tired and the childminder provides areas where they can sleep undisturbed.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements and the correct procedures to follow should she have concerns about a child's welfare. All the necessary checks have been completed to confirm that all adults living at the setting are suitable to be in regular contact with children and the childminder is aware of the procedures to notify Ofsted of any changes. Consequently, children are protected from harm. Policies and procedures are in place and are shared with parents. The childminder helps to protect children from harm by ensuring her home is safe, clean and well maintained. Risk assessments are documented to help her monitor potential risks. She uses equipment at the setting and on outings to protect children from harm. For example, safety gates prevent young children having free access to the stairs and kitchen and cupboard locks are in place where required. Records are maintained as legally required, to

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provision

The childminder monitors children's development regularly and completes 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 uses her comprehensive planning processes to help monitor the provision of a broad and balanced range of experiences and activities. This is the childminder's first inspection since registration. She reflects on her practice, the environment and her resources continually. The childminder makes effective use of the 'lending book' and toy libraries to offer children a wider range of stimulating resources to match their interest and support their progress. She is fully aware of her strengths and areas to improve. She strives to provide the best she can for children. The childminder seeks the views of children and parents to help achieve this. In response to parents' comments, she had

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provision

further improved the communication links by introducing a daily diary to record events of the child's day. The childminder's action plan for continuous improvement includes attending training, in order to continue to develop her childcare knowledge and practice.

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provision

The childminder is committed to partnership working to help her meet children's individual needs and to support them in reaching their full potential. Parents receive good quality information to ensure they are fully informed about the organisation of the provision and their child's care and education. Parents report that the childminder supports children's learning and development very well. The written comments include that their children's development has come on 'leaps and bounds'. The childminder implements procedures to work with other childcare providers to promote continuity and progression in children's learning and development.

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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 EY467735 Local authority Wirral Inspection number 939434 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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