Childminder in Wirral

Inspection date

Previous inspection date 06/06/2014 15/12/2009

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early years provision

This inspection: 4 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 4 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 Risk assessments do not adequately identify areas in the home environment which need to be regularly checked in order to effectively safeguard children. Children are not encouraged to learn about managing risks. As a result, their safety is compromised.  The childminder has limited knowledge of how children learn and is unaware of the prime areas of learning. Consequently, she does not plan for learning based on age and stage of development. This results in children not making good progress or being emotionally prepared for their move to their next stage in learning.  The childminder does not consistently observe and assess children's progress. Consequently, gaps in children's learning are not identified in order to secure appropriate interventions if needed.  Children cannot easily access the resources due to a disorganised learning environment with limited access to outdoors. As a result, children are not always challenged so

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This provision is inadequate

become bored and show inappropriate behaviour, which is not effectively dealt with.  Partnership working with other settings and professionals is not established so children are not supported effectively in their early years.

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It has the following strengths

 The childminder has established close relationships with the children so children enjoy attending.

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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 looked around all areas used for childminding purposes and observed activities.

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Inspection activities

 The inspector spoke to the childminder and children at appropriate times throughout the inspection.  The inspector looked at the children's records and planning documentation.

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Inspection activities

 The inspector took account of the views of parents and carers through letters provided by the childminder.

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Inspection activities

 The inspector looked at policies, procedures, risk assessments and required documentation.

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Information about the setting

The childminder was registered in 2003 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in Birkenhead on the Wirral with her husband and two adult children. The whole of the ground floor is used for childminding. The family has a pet dog. The childminder operates between 7.30am and 6pm, Monday to Friday, all year round, except for family holidays and Bank Holidays. The childminder attends toddler groups, children's centres, the local parks and other places of interest on a regular basis. There are currently seven children on roll, of whom four are in the early years age range. Children attend for a variety of sessions. The childminder is a member of the Professional Association for Childcare and Early Years.

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must:

 improve knowledge of how children learn, focusing on how to meet children's needs by incorporating interests into planning activities, to help children make good progress and be emotionally prepared for the next stage in their learning

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must:

 ensure arrangements for undertaking observations and assessments of children's progress are in place, so that all children have consistent assessment which adequately identifies any gaps in their learning

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must:

 establish links with other providers in order to improve children's experiences so that they benefit from a common approach to support their learning

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must:

 organise the learning environment in order to allow children to freely access the resources on offer and provide access to outdoor play, in order to support all areas of learning

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must:

 implement a consistent behaviour management procedure which sets clear boundaries and focuses on rewards, in order to consistently promote positive behaviour

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must:

 ensure that risk assessments clearly identify aspects of the environment that need to be checked on a regular basis and that identified risks are removed. Also make sure that children have an understanding of managing risks.

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who attend

The childminder has limited knowledge of the learning and development requirements and does not clearly understand the prime and specific areas of learning. This results in the educational programmes not having sufficient depth or breadth to meet the needs of the children who attend. The childminder does not plan adequately for two-year-old children as she does not consider their age and stage of development. Children in this age group achieve little as the childminder does not appropriately prepare activities. Children wait patiently for a painting activity, as the childminder attempts to locate paintbrushes. The children lose interest and paint their hands; as a result, time is wasted cleaning up. Consequently, children do not learn from the experience. The childminder has some good ideas, however, the lack of organisation makes effective teaching very difficult. Time is constantly spent locating resources. The childminder plans to engage children in a story

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who attend

activity. However, she cannot find an appropriate mat for the children to sit on, so uses the pet dog's blanket. As children wait for the activity to be prepared they lose interest. As a result, opportunities for children's learning are limited.

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who attend

The children are not consistently being prepared for the next stages in their educational journey. Activities are not always based on children's individual needs. The childminder does not implement a system to routinely observe and assess all children, so their progress is not adequately tracked. Therefore, gaps in children's learning are not identified quickly, and so they are at risk of underachievement.

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who attend

Parents express they are happy with the care their children receive. They appreciate daily verbal feedback on their children's experiences. Parental input on development is recorded on entry to the setting. The childminder establishes good relationships with parents, so children and their families feel valued.

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

Children have formed secure attachments with the childminder, which allows them to feel happy while in her care. Children do not learn to keep themselves safe as they do not manage risks in their play. At times children climb on chairs attempting to climb onto a table. The childminder has not implemented clear boundaries, in order to establish safety. She has not implemented robust risk assessments of the home environment. As a result, she fails to identify risks, such as managing the dog effectively when the children are present. Children do not have many opportunities to actively explore their environment, especially outdoors.

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

Children are encouraged to keep healthy through trips to the park and exercise classes at a local children's centre. However, children have limited opportunities for outdoor learning. Consequently, they do not have adequate opportunities to engage in outdoor play. The childminder prepares fresh food daily and encourages the children to eat healthily. She incorporates children's preferences into her menu, in order to encourage all children to access healthy choices. The children are encouraged to develop independence in self-care as they visit the bathroom and attend to their own care needs. At times emotional well- being is not effectively met as behaviour management procedures are not consistently embedded into practice. The childminder has a positive approach, although at times children are not aware of boundaries and do not display age appropriate behaviour. As a result, the childminder spends a lot of time addressing poor behaviour. This has an impact

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

on children's learning, as they frequently wait for issues to be dealt with and are not engaged in learning.

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

Parents are happy with the care their children receive from the childminder, as she supports them with a flexible approach. The childminder is not effectively preparing children emotionally for their move to school, as no interventions are in place for those who lack confidence regarding the move.

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provision

The childminder has safeguarding policy and procedure in place. She has an understanding of how to identify signs of abuse and is aware of her responsibilities to report on any concerns. Through discussion the childminder demonstrates her ability to ensure children are safe while on outings as risk assessments are carried out. The childminder has attended relevant training courses, has an up-to-date first-aid qualification and there are policies and procedures in place to underpin her practice. Robust risk assessments of the home environment have not been completed. The childminder has failed to identify areas that need to be checked on a regular basis and consider how risks will be removed or minimised in the home environment. At times children fall over resources that are on the floor. The children are able to pull large storage boxes off the shelf, compromising their safety.

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provision

The childminder has insufficient knowledge of the learning and development requirements of the Early Years Foundation Stage, so cannot effectively monitor the educational programmes on offer. Children's progress is also not adequately monitored. As a result, gaps in their learning are not sufficiently identified and addressed.

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provision

Partnerships with parents are established and they are complimentary of the childminder. The childminder attempts to work in partnership with other settings and she follows topics that children are interested in to make learning enjoyable. The childminder has not established any partnerships with other settings that children attend, although she is open to work with relevant organisations. The childminder evaluates her practice and is able to identify areas for improvement. She has ideas on improvement and is keen to implement these. At present parents are not involved in the self-evaluation process, so it is unclear if development plans will continue to meet their needs.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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

 undertake a risk assessment of the premises and equipment (compulsory part of the Childcare Register)  undertake a risk assessment of the premises and equipment (voluntary part of the Childcare Register).

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY224912 Local authority Wirral Inspection number 877397 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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