Clegg, Kim Barbara

Inspection date

Previous inspection date 01/04/2014 01/08/2013

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early years provision

This inspection: 2 Previous inspection: 4 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Teaching is good because the childminder understands how to promote children's learning through play. As a result, all children make good progress in their learning and development.  The childminder's calm and child-centred approach helps children to feel at ease and enjoy their time in her care.  The childminder has a good understanding of safeguarding and welfare requirements, therefore, children's safety is effectively promoted.  The childminder works in partnership with parents to ensure a good exchange of information to meet the individual needs of children and to effectively involve parents in the children's learning.

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It is not yet outstanding because

 There is scope to extend the already good information sharing with other providers delivering the Early Years Foundation Stage to the children to develop an understanding of their approach to teaching. This is with particular reference to letters and sounds, to promote consistency in practice.  There is scope to extend further children's writing skills by providing writing resources in different locations for children to use while pursuing a range of activities, such as construction and role play.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities in the designated indoor and outdoor play areas and viewed the resources and equipment available to the children.

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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.

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Inspection activities

 The inspector checked evidence of the suitability of the childminder, the assistant and regular visitors to the premises over the age of 16, the qualifications of the childminder and the assistant, the self-evaluation form and policies and procedures.

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Inspection activities

 The inspector looked at a selection of documents, including children's records, 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 1997 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is registered to work with an assistant. The childminder lives in a house in Bebington, Wirral. The whole of the ground floor, including the conservatory and the large garden at the rear of the house, are used for childminding. The childminder has two cats and a dog as pets. She collects children from local pre-schools and schools and carries out visits to the local park and areas of interest. There are currently five children on roll, of whom three are in the early years age group and they attend for a variety of sessions. She operates all year round from 7.30am to 6.30pm, Monday to Friday, except bank holidays and holidays. She 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:

 strengthen the partnership with other provisions delivering the Early Years Foundation Stage to the children to promote consistency in practice to support their progress with particular reference to letters and sounds

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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 further promote opportunities for children to practise their writing skills.

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who attend

The childminder has a secure knowledge and understanding of how children learn. She uses this knowledge well to enable children to make good progress through her teaching which is rooted in supporting learning through play. The play materials are set out at a low level to give children opportunities to make independent choices in their play. The childminder varies the range of resources and equipment readily available to match children's interests and to offer greater challenge. Children demonstrate that they are developing the characteristics of effective learning as they confidently explore, investigate and show deepening levels of concentration as they pursue activities of their choice. The children's current interest is in trains. Resources including books, are available to match this interest. They build a rail track to their design, showing perseverance as they select pieces of the track and fit together to create the layout they want. The childminder's

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who attend

involvement in their play extends children's learning. She shows the children the effect of the magnets attached to some of the train carriages. The children become fascinated and handle the carriages to experiment with the magnetic force and then reorganise the trains to use the effects of magnets to link them together.

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who attend

The children are relaxed and play in an uninhibited manner and at their own pace. The layout of the play materials allows then to return and practise skills, such as completing a varying range of challenging jigsaws. The children have many opportunities to be creative and express their own ideas. They pursue role play and decide to dress up to assume the role of different characters. As their play idea develops they confidently transfer resources from different areas in the playroom for specific purposes in their plan. They talk and sing as they play and become totally absorbed in the activity. They change the direction of their play and dance enjoying moving their bodies in different ways including balancing and hopping. There is a flow of conversation between the childminder and the children. As children talk, the childminder extends conversation with ease and asks questions to support their learning. Children develop their early mathematical skills and growing

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who attend

awareness of numbers and counting as they play and through daily routines. The childminder and children sing familiar counting rhymes and complete the actions to support their understanding of number value. The childminder consistently uses mathematical language, such as 'bigger' and 'smaller' and counts as she positively interacts with children.

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who attend

Good use is made of local community facilities to help children learn about the world they live in. For example, the childminder carefully selects the group activities she attends to ensure they are well organised and equipped to effectively help develop children's social skills and physical development. She supports and encourages children's good physical skills, providing many opportunities for energetic play at the setting and through visits to the local parks and other places of interest. Visits to the woods and beaches gives children opportunity to explore the natural world. This extends on their learning at the childminder's setting where they grow vegetables and plants. The children take responsibility for these to help to nurture their care and concern for the natural environment.

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who attend

The childminder is knowledgeable about the individual children's stage of learning and development. She plans to support individual children's progress. The childminder has created personalised children's learning records which include her observations in both written and photograph format, assessments across the seven areas of learning and their next steps planning. Parents are encouraged to be actively involved in their children's learning and to contribute to these records. The childminder establishes partnership working with parents at the onset of the arrangement when she gathers information about all areas of their child's development. The childminder encourages ongoing 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.

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who attend

The ongoing communication with parents provides them with information which can be used as a guide to continue their children's development at home. Children take resources including books home from the childminder setting to further enhances continuity in their learning. The childminder works with parents in the completion of the children's progress check at age two. When children attend another early years provision, recording systems are in place to exchange information between the childminder, parents and other providers to share relevant information. The childminder uses this information to plan complementary activities at her provision. However, she has not established their approach to teaching, with particular reference to letters and sounds to ensure consistency in practice to effectively support children's progress. Through the childminder's delivery of the Early Years Foundation Stage, children are acquiring skills and

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who attend

attitudes they need to be ready for their next stage of education.

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

The childminder provides a comfortable and welcoming environment, where children are happy and clearly feel secure. She knows the children very well. As a result, she establishes a warm and positive relationship with them. This effectively fosters children's emotional well-being and is the basis for the confidence building to support their future transitions to school. Good settling-in procedures tailored to each child's needs means that the transition between home and the childminder's care is a positive experience. She encourages a number of visits prior to the arrangement starting to help children to gain confidence with her and the surroundings. Information is gathered from parents about children's individual care requirements and preferences. As a result, children's individual needs are well met.

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

The childminder teaches the children about kindness and respect through the positive example she sets. She consistently talks to children in a respectful and caring manner. Good behaviour is encouraged through praise and guidance given about acceptable and unacceptable behaviour. The childminder helps children to understand and identify different emotions. For example, she encourages children to talk about the feelings of the characters in the stories they read. The childminder provides opportunities for the children to play with a larger group of children, such as visiting other childminder settings and story time at the library. Consequently, children are making relationships and developing their social skills in preparation for later transitions into nursery or school. Children develop their awareness of how to manage their own safety around the setting and while out and about. For example, the childminder asks them to put away some toys so they do

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

not trip over and hurt themselves and she supports their understanding about road safety when out. Children regularly practise the fire evacuation procedure to ensure they are fully aware of the procedure to follow in an emergency. Resources offer age-appropriate opportunities to engage children in learning. These include play resources and books which reflect positive images of the diversity of society to help children to identify and respect people's differences.

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

The childminder supports children's understanding of living a healthy lifestyle. She provides a healthy range of snacks and meals. Fruit and vegetables are incorporated into the daily diet. The daily menu is displayed for parents information. Water is accessible to the children at all times and they learn to respond to their bodily needs and drink when thirsty. Children have good opportunities to enjoy energetic play. The childminder's large equipment and apparatus at other settings, such as parks supports children in developing their physical skills and coordination. The comfortable seating gives children opportunity to have quiet time from play and to rest their bodies. Travel cots are available for younger to sleep in. These are positioned where children can sleep undisturbed. The childminder checks sleeping children on a regular basis for their safety. The childminder teaches children to develop their self-care skills, for example, to independently dress themselves

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

and wash their hands at appropriate times. A foot stool is positioned in the toilet facilities to assist younger children to reach the taps to wash their hands independently.

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provision

Children's safety and welfare is well promoted and the childminder is knowledgeable about safeguarding and keeping the children safe. She is able to identify signs of abuse and knows the correct procedures to refer concerns. She carries out risk assessments for both the setting and outings to effectively minimise any potential hazards for children's safety. The childminder has prepared documented policies and procedures which meet the welfare requirements of the Statutory framework for the Early Years Foundation Stage. These are shared with parents to make them aware of her role and responsibilities and reflect her practice. Records are maintained as legally required for children's well-being.

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provision

The childminder has made progress since her last inspection and met the actions raised. She has further developed her understanding of the requirements of the Statutory framework for the Early Years Foundation Stage. The childminder uses this gained knowledge to help her organise a balance of child-led and adult-led opportunities to support individual children's good progress across the seven areas of learning. She has developed and implemented processes to complete the required learning and development assessments. The childminder has strengthened partnership working with parents and other providers delivering the Early Years Foundation Stage to the children. There are improved communication links to exchange information to promote children's progression and provide guidance for parents to continue learning at home. The childminder has arranged for the required suitability checks to be completed on her assistant to ensure

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provision

children's safety. Lastly, to meet the raised actions, the childminder is more effectively evaluating her provision through reflecting on her practice, seeking the views of parents and children. She identifies strengths and areas for development that will improve children's achievements and enhance their experiences. For example, the childminder fully understands the impact her own childcare knowledge has on the quality of the provision and outcomes for children. As a result, she is currently undertaking a childcare qualification at level 3.

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provision

Parent partnership is important to the childminder and she receives extremely positive comments about her practice from them. Parents are well informed about the organisation of the provision. The childminder is using childcare publications and her child development knowledge to help her to track children's progress and the quality of her educational programmes. The childminder is confident that this process will her help to identify any gaps in children's learning. These concerns would be discussed with parents and planning to narrow the gaps prioritised.

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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 306059 Local authority Wirral Inspection number 933779 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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