Childminder in Sefton

Inspection date

Previous inspection date 20/05/2014 12/06/2012

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early years provision

This inspection: 2 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The quality of teaching is good because the childminder understands how young children learn. She provides a wide range of activities to capture children's imagination and interest. As a result, they are eager to learn and make good progress from their starting points.  The childminder is skilled in helping children to develop secure emotional attachments. She gives high priority to their communication, physical, social and emotional development. This enables children to gain the skills needed for their future learning.  Partnerships with parents and other professionals are well established. This ensures that children's individual needs are well met and they are well prepared for school.  The childminder has an in-depth knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage. Consequently, children remain very safe and secure while in her care.  The childminder regularly updates her own professional development by attending

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This provision is good

training courses, and by regularly monitoring and evaluating her practice. As a result, she has a strong capacity to improve this already good setting.

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It is not yet outstanding because

 Opportunities to maximise children's growing independence are not always recognised within the daily routine.

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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 talked to the children and childminder at appropriate times throughout the inspection and observed a variety of activities both indoors and outdoors.  The inspector carried out a joint observation with the childminder.  The inspector sampled children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and looked at a selection of policies and procedures including safeguarding, risk assessments and self-evaluation.

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Inspection activities

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

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Information about the setting

The childminder was registered in 2011 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 three and five years in a house in Crosby, Liverpool. The whole of the ground floor, the bathroom on the first floor and the rear garden are used for childminding. The childminder attends a toddler group and activities at the local play centre, school and children's centre. She visits the shops, library and local parks on a regular basis. She collects children from the local schools and pre-schools. There are currently five children on roll, two of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an early years degree and 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 children's growing independence skills further by, for instance, extending opportunities for them to cut up their own fruit and vegetables for snacks, and to self-serve and clear away at mealtimes.

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who attend

This well-qualified childminder has an in-depth knowledge of the Statutory framework for the Early Years Foundation Stage. Children make good progress because the childminder understands their individual needs. She uses this knowledge to support and challenge their learning and development. The childminder provides a wide and interesting range of activities to capture children's interests and extend their play. Children have very good language and communication skills, given their age, and are easily able to make their needs known. This is because the childminder has a strong focus on communication and language, as she asks open-ended questions and encourages children to think of options during play. When children are making a railway track the childminder asks if it is going to be a long or short one. On being told it will be a short one, she asks why. The response is 'because I made a long one the other day and I want it to be different today.' This

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who attend

encourages children to extend their vocabulary and to think about, and explain their actions. Children make train tracks and try out different sized trains. They sing songs and rhymes about numbers and letters when completing inset jigsaws. In this way, children are learning to recognise letters and sequence numbers. Children enjoy making music and dancing, and are justifiably proud of their musical expertise. The childminder videos their band sessions, and shares them appropriately and safely, with parents. As a result, children enjoy their time with the childminder and are keen, active learners. The childminder values parents as their children's first educators. She collects detailed information about children before they begin and during settling in sessions. She uses this to assess children's starting points and makes focussed observations to track children's progress, and plan for next steps in their learning. The childminder is aware of the

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who attend

progress check for children between two and three years of age and uses this to identify any gaps in learning. Children's learning journals are well set out, with beautiful photographs, examples of children's creativity, and well-annotated activity sheets. The childminder shares children's files, their progress and achievements with parents through daily discussion, videos and photographs of activities. She encourages parents to contribute to all aspects of observation, planning and evaluation of the setting. As a result, children have their needs well met, they are well supported and make good progress from their starting points.

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who attend

Children develop an understanding of the world through visits within the local community, to local parks and places of interest. They attend sessions at the local children's centre and at school. In this way, they mix with other children and have a variety of different experiences. The childminder has a superb range of books and resources to support cultural diversity and different abilities. Children readily read books portraying blindness, special educational needs, cultural celebration and illness. They make flags and consider the countries involved in the World Cup. Children readily share their thoughts and feelings with the childminder. In this way, they learn about similarities and differences within their community and the wider world. Children put on coats and change into outdoor shoes, before playing outside. They like to explore different textures, such as the ridged decking and soft, tickly grass. They talk about the sun drying up the rain and water in the garden.

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who attend

After completing tasks, children are reminded to tidy up the resources. As they tidy up, children talk about what goes where, and how to fit the toys back into the boxes. Due to the range and quality of learning experiences available to them, children are very well prepared for school.

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

Children are very happy and settled with the childminder because she takes time to get to know them and their families well. She has developed very positive relationships with parents, based on friendship and trust, and is flexible in her provision. She understands children's care and welfare needs and ensures that these are well met. Consequently, children form very strong attachments with the childminder, which in turn supports their emotional well-being. The playrooms are well set out with a stimulating range of accessible resources. Children readily self-select activities, enjoy play and are reminded to tidy up afterwards. Children are well behaved and have excellent manners. When asking for help they use please and thank you, they are confident when speaking to visitors and ask appropriate questions such as 'would you like to play with me?' and 'will you read this book to me, please?' The childminder listens attentively to children as they talk, and

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

respects their views. She gets down to their level, and gives abundant praise for achievements. Consequently, children are developing skills for the future and are confident individuals. Children develop good personal hygiene skills as they learn to wash their hands at key times and use the toilet independently. Children are developing an understanding of healthy lifestyles because the childminder provides a range of healthy and nutritious snacks and meals. She ensures that a range of fruit, raw vegetables and homemade meals are available daily, and children are able to access water in their own cups throughout the day. However, snacks and meals are prepared in advance by the childminder, which means that some opportunities to further develop children's independence are missed. Children have many opportunities for physical exercise as they have daily access to outdoor play in the well-resourced garden. They also have regular outings to the local

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

park to use larger climbing equipment, swings and large play area. Weekly sessions at the children's centre give children the opportunity to mix with a range of children of their own age and access a variety of physical activities. Children enjoy walking to and from school and to the local shops. In this way, children develop a healthy, positive attitude to physical activity.

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

Children learn about safety and keeping themselves safe because the childminder has very good attitudes towards keeping safe. She reminds children to put on shoes to play outside and ensures the trampoline zip is locked on very wet days. Children wipe the water from the slide and other play equipment after a rain shower, just in case they slip. In partnership with parents, the childminder sets out a programme of road safety. Children know they must stay close and hold the childminder's hand when walking to school and they must never run ahead or cross the roads alone. They say 'we must stay by our adult because the road is dangerous and cars may knock you over'. There are regular fire drills and the rules are clearly displayed. Children know the procedures if the fire alarm sounds, recalling that they must, stop, listen and wait, then walk sensibly outside. Signs and pictures reiterate the house rules to take off outdoor shoes, play together, share

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

resources, tidy up after playing and enjoy the play. In this way, children are learning practical ways to stay safe and developing good attitudes to their own well-being.

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provision

The childminder demonstrates a clear understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. She cares for children in a safe, child-centred environment and carries out regular risk assessments on all areas of her home used for childminding. She regularly checks her resources for cleanliness and breakages. All outings are thoroughly risk- assessed to protect children from danger. All required policies and procedures are in place, regularly reviewed and shared with parents during the admission process. The childminder has attended safeguarding and first-aid training. She maintains accident, incident and medication records for her setting to keep parents fully informed of matters affecting their children.

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provision

Partnerships with parents are excellent because the childminder gives them daily feedback on children's enjoyment of sessions. She makes videos of the children's band and singing time, takes photographs of all activities, and readily shares these with parents. She has sought written permission from parents for the use of such systems and has ensured that access to these records is thoroughly secure to safeguard children further. She keeps an up to date information board within the playroom with weekly planning and evaluations and parents are encouraged to add to these documents. Children's learning journals are available for parents to discuss at any time especially on transition to another setting. Parents are able to send diary notes for the days children do not attend, so that the childminder knows what child has done at home and can complement this learning. In this way, parents are well informed of their children's progress and children have continuity of

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provision

care. Parents comment that their children enjoy their sessions and have a great variety of learning opportunities while at the setting. Comments include, 'she works with us to support children's all round care, learning and development'. The childminder has strong links with the local school where most of her minded children attend. She shares information with the school staff on a regular basis, which supports children's progress and ensures continued progress in learning and development.

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provision

The childminder is enthusiastic, highly motivated and committed to her work with children. She uses her knowledge and understanding of early education to provide high quality childcare for the children and families who attend her setting. She demonstrates a strong capacity to improve, and seeks to further her own development by attending a variety of relevant training. The childminder understands the need for self-evaluation and is able to discuss her reflection and evaluation of her provision, and explain her forward planning and progress. She clearly identifies her strengths, and areas for improvement. Since the last inspection, she has clearly met all the recommendations. For instance, she has updated her safeguarding policy to include all requirements, improved her resources for diversity and equal opportunities, and developed her self-evaluation. As a result, this childminder has a strong capacity to improve.

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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 EY436697 Local authority Sefton Inspection number 870542 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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