Childminder in Sefton

Inspection date

Previous inspection date 12/06/2014 12/07/2013

p.1

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

p.1

This provision is good

 The childminder uses a range of effective teaching strategies to support the individual needs of children in her care. Therefore, children make good progress in their learning, relative to their starting points.  The childminder has a clear understanding of the safeguarding and welfare requirements, which means that children are well cared for in a safe and secure environment.  Strong partnerships with parents and external agencies, support consistency and continuity in children's learning. Therefore, children are well prepared for school.  The childminder is very nurturing and provides a warm and welcoming environment. Consequently, children's personal, social and emotional needs are well met.

p.1

It is not yet outstanding because

 There is scope to enhance the range of natural resources, to provide further support for open-ended, imaginative play opportunities.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector spoke with the childminder and her assistant, at appropriate times throughout the inspection.

p.2

Inspection activities

 The inspector sampled a range of documentation, including children's records, policies and procedures, permission slips and risk assessments.  The inspector toured the downstairs of the childminder's home and her garden.  The inspector took account of written comments from parents.

p.2

Information about the setting

The childminder was registered in 1993 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, three adult children and her grandchild aged two years, in a house in Formby, Merseyside. She sometimes works with an assistant. Most of the ground floor of the home is used for childminding. The rear garden is used for outdoor play. The childminder attends toddler groups. She takes children to and collects them from local schools and nurseries. There are currently eight children on roll, five of whom 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 for bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years and she has completed the local authority childminder registration training. She supports children who speak English as an additional

p.3

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

 extend the range of natural resources, to provide children with further opportunities for open-ended, imaginative play that will enhance their ability to investigate and experience new things.

p.3

who attend

Children are happy, settled and content. The childminder knows them well and has a good understanding of how they learn. Teaching is good because she actively participates in children's play and gets down to their level, to encourage them to be involved and engaged with her and the resources that are provided. Effective observation, planning and assessment systems ensure that children take part in a range of activities that cover the seven areas of learning. Consequently, children make good individual progress in relation to their starting points. In addition, this ensures that children gain a good range of skills to support their future learning. The childminder has a good understanding of her responsibility in completing the progress check for children aged between two and three years. This means that children's strengths and needs are identified and parents understand how to support their child's learning at home.

p.3

who attend

Children's personal, social and emotional development is promoted well as they benefit from the positive interaction they receive from the childminder and her assistants. A child observed on the day of inspection, happily communicates and says some simple words in response to the childminder's smiles and communication, helping to develop early communication and language skills. The childminder talks with the children to model language and introduce new words. For example, as a toddler was exploring the garden, using binoculars and magnifying glasses, the childminder and her assistant joined in with children, sitting at their level, as they looked for bugs together. This helped to sustain children's interest and build upon their vocabulary. The childminder asked the children to describe some of the bugs that they found, using the vocabulary that they have been learning, through rhymes and story books. Therefore, children make good progress in

p.3

who attend

Children enjoy visits to the local parks, shops and playgroups, further extending opportunities for learning, including physical development activities. For example, they visit local farms and enjoy a range of activities, such as digging for vegetables and feeding animals. The childminder has made booklets of these activities, using photographs that children can look at and discuss past events. She uses these well to help children think, recall and improve their conversation skills by using questions, such as 'Can you remember what we found when we went digging?' This helps to sustain children's interest and build upon their vocabulary. Children who speak English as an additional language make very good progress because the childminder and her assistant work closely with parents, to find out words, which are important to children and use these words throughout their play. Furthermore, the childminder provides a range of multi-cultural resources and positive

p.4

who attend

images of all children, including those with special educational needs and/or disabilities. Therefore, children are learning to value diversity and the wider world. Children regularly paint and use malleable materials, which they enjoy and supports their creative skills. However, there are fewer natural resources available in the childminder's home for the children to use to enhance opportunities for open-ended play that encourages exploration of new and unusual things. Parents contribute to initial assessments of children's starting points on entry and their views are recorded in children's learning journals. Regular opportunities are provided for parents to review their children's progress, in partnership with the childminder and other settings, which they attend. This shared approach to children's learning and development contributes to the good progress that they make and demonstrates a continuity of learning between home and the provision and helps to

p.4

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

Children form strong, secure emotional attachments, which provide a solid foundation to develop their personal, social and emotional skills. The sensitive, caring interaction between the childminder and children ensures that all children form positive and trusting relationships. Children settle well because the childminder finds out good information from parents about their child to ensure all children's needs are known and effectively met. The childminder effectively promotes children's independence through a good balance of child- initiated and adult-led experiences. For example, at mealtimes, young children are supported in feeding themselves and help to prepare some meals, such as home-made fruit salad. Children have a balanced healthy menu and parents report that they are very happy with the food provided by the childminder. Furthermore, the benefit of exercise is positively promoted continuously throughout the day and through special events, such as

p.4

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

'sports day' in the garden. This means that children are developing a good understanding of how to stay healthy. Children's behaviour is good because the childminder and her assistants use positive strategies to help children to understand about acceptable behaviour. Consequently, children learn about keeping safe as the childminder gives them gentle reminders, so that they do not hurt themselves. The childminder is a very nurturing key person for children and their families and knows all the children well, ensuring that individual needs are quickly met and supported effectively.

p.4

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

Children have access to daily fresh air in the childminder's garden. Regular visits to the park and playgroups provide regular opportunities for children to take risks as they climb and negotiate multi-level surfaces, during their physical activities. They learn about the world around us, as they observe insects and plants in her garden. Children also attend a playgroup, where the childminder encourages them to play with others. This promotes their personal, social and emotional development. In addition, children are gaining confidence away from the childminder's home, which prepares them for their next stage in learning, including school.

p.5

provision

Children's safety is given paramount importance. The childminder has attended local authority safeguarding training. She has implemented robust policies and procedures for safeguarding children. Consequently, the childminder has a good understanding of what to do if she has any concerns about a child in her care. The childminder holds regular fire drills in her home and evaluates these for effectiveness, ensuring children's safety in her home. Furthermore, the childminder and her assistants hold a current paediatric first-aid certificate and a food hygiene qualification, ensuring that children are safe in their care.

p.5

provision

The childminder has responded very well to the actions and recommendations made at the last inspection. She is aware of her strengths and areas to develop. For example, she has attended training and regular meetings with the local childminders' network, to ensure that all areas of learning and development are fully implemented. Furthermore, improved monitoring of children's progress helps the childminder to identify their strengths and areas for development that are now used to make sure that they continue to move forward with their learning. Consequently, focused plans ensure that children continue to make good progress in their learning and development. Record keeping by the childminder is very detailed and robust, including gaining written parental permission from parents for children's outings and a daily record of children's attendance.

p.5

provision

The childminder effectively evaluates her provision and she seeks the views of parents to ensure that she continues to improve. Therefore, children's needs are consistently met. When her assistants are present, she works alongside them to guide and support their practice, so that children benefit from good continuity of teaching and care. Very good partnerships between parents and local schools are well established, with effective communication systems ensuring that parents are kept fully informed of their children's needs and progress. She links with her local authority and external agencies for advice, to ensure that she has a robust understanding of how to meet individual children's needs and that they continue to make good progress.

p.5

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number 310741 Local authority Sefton Inspection number 931304 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10