Childminder in Wirral

Inspection date

Previous inspection date 13/06/2014 Not Applicable

p.1

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

p.1

This provision is good

 Children are extremely content and happy. They have strong attachments to the childminder and show that they feel at home in her house, which is successfully set out for their well-being and enjoyment.  Teaching is good because the childminder understands how to promote children's learning. She delivers activities in a fun and engaging way which encourages children to be willing learners.  Children's safety is effectively prioritised. The childminder ensures they are constantly supervised by an appropriate adult and her effective organisation skills ensure that all policies and procedures are in place to promote their welfare.  Positive relationships have been forged with parents. All individual needs are precisely met as the childminder takes time to get to know each child and their background.

p.1

It is not yet outstanding because

 There is scope to improve the planning of some adult-led activities by focusing more specifically and consistently on children's individual next steps in learning.

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 observed activities in the lounge and garden and checked all other areas used for childminding.

p.2

Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection and completed a joint observation.

p.2

Inspection activities

 The inspector looked at children's learning journey records, planning documentation, the childminder's self-evaluation and improvement plan, evidence of suitability and a selection of other policies and children's records.

p.2

Inspection activities

 The inspector also took account of comments from parents and carers and looked at the childminder's own parents survey information.

p.2

Information about the setting

The childminder was registered in 2012 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and a child aged three years in Macclesfield. The whole of the downstairs of the house is used for childminding, along with the first floor bathroom and back bedroom. There is an enclosed garden to the rear of the property for outside play. The family have two cats. There are currently six children on roll, four of whom are in the early years age range. Children attend for a variety of sessions. The childminder cares for children with special educational needs and /or disabilities. The childminding provision operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays.

p.3

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

 consistently identify and use children's individual next steps in learning to maximise the effectiveness of adult-led activities and promote even swifter progress towards the early learning goals.

p.3

who attend

The childminder provides a warm and inviting environment where children feel secure and relaxed. They help themselves to favourite resources in the well laid out playroom where toys and equipment are easily accessible. This helps to promote children's sense of choice and independence. Children are enthusiastic and eager to learn, as the childminder teaches them through a wide range of activities that stimulate and engage them. She knows that they love to be outside, and therefore, a large amount of time is spent in her garden where they have plenty of opportunities to play imaginatively and develop their physical skills. They improve their balance as they climb up the steps to use the slide, practise getting in and out of the push-along cars and play on other apparatus. Their creativity flourishes as they role-play in the play house and pretend to have afternoon tea using the tea-sets. A range of other activities are also on offer. Children develop their

p.3

who attend

early writing skills as they make marks with paintbrushes in water, begin to recognise the meaning in written word as they share stories and develop mathematical understanding as they sort items into colour and size order.

p.3

who attend

The childminder demonstrates good teaching skills and a robust understanding of how children learn and develop. She sets out the environment to encourage exploration, providing a wide range of resources, such as, toy kitchens, books and 'interest tables' with different coloured bottle tops and plates, which children love to arrange. The childminder takes account of children's interests and plans adult-led activities which stimulate and engage them. Children are fascinated by the look, feel and sound of the different coloured rice in the messy tray. They thoroughly enjoy filling up small tubs, scooping the rice with spoons and mixing the different colours together. The childminder skilfully interacts with the children as they explore the rice, encouraging them to drop it onto the plastic to hear the sound it makes, or transfer it from the different tubs to see which tub holds more or less. She uses successful modelling skills as she demonstrates new techniques to children,

p.3

who attend

such as showing them how to let the rice trickle from their hands to achieve a different sound.

p.4

who attend

The childminder consults with parents at the start of a placement to determine children's starting points and regularly discusses their child's progress in learning. She shares details of her educational programmes so that parents are able to contribute ideas or resources and carry on the learning themes at home with their child. The childminder also makes children's individual learning journey's available for parents to view at any time. Observations of what children can do are recorded and the childminder tracks their progress to ensure that they are not falling behind in any area of learning. Next steps in development are identified and are sometimes fed into planned activities . However, there is scope to use children's individual next steps more precisely, so that planned activities are more sharply focused to bring about even swifter progress. Nevertheless, all children are making good progress towards the early learning goals. This helps to prepare them

p.4

who attend

well for their future learning and the move onto school. Children learn to share, listen to others and wait their turn with popular equipment as they play together in the home and on visits to toddler groups. Consequently, they develop key skills for future learning, such as, concentration and turn-taking.

p.4

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

Children display strong attachments to the childminder and each other. They are helped to settle as the childminder offers settling-in sessions, where parents slowly build up the time their children spend in her care. All children are treated with genuine affection and show high levels of self-esteem as they know that they are valued and respected. The childminder gives them lots of cuddles and reassurance and talks to them in positive tones throughout the day. As a result, children are relaxed and at ease, even during intimate procedures, such as nappy changing. Children behave well. They are beginning to learn the rules of the home and share toys with support from the childminder. They know they must sit still while they are eating and help the childminder to tidy away after they have played with the resources. This effectively promotes their self-help skills as well as encouraging children to respect their environment and each other. Any unwanted actions

p.4

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

are dealt with calmly. This enables children to feel emotionally secure at all times.

p.4

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

The childminder speaks to parents prior to their children attending, making sure she is able to offer familiar activities that the children enjoy. This encourages them to relax as they quickly engage in play. The childminder also takes the time to find out about each child's individual personality and character. She discusses any special requirements with parents to ensure that these are fully met to ensure their child's well-being. For example, she ensures that any allergies are fully understood so that children only take part in activities which are suitable. Menus are also sent home to all parents so that they can provide feedback on the food being offered to their children. This makes sure the childminder is aware of the foods that children like and any dietary requests are positively responded to.

p.4

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

Children are kept safe in the childminder's care. All exterior doors are kept secure and effective risk assessments ensure that all areas and equipment are fit for use. A high level of supervision protects children from accidental harm. The childminder makes sure children are protected as they play in the sun, reminding them to wear hats and to use sunscreen. Children's good health is also well promoted through sensible routines and a commitment to a healthy lifestyle. Children join in with the 'wash your hands' song as they use wipes after nappy changes or before meals. Active play is effectively encouraged with regular use of the garden and visits to the park to feed the ducks. Children enjoy a range of balanced meals, such as, scrambled eggs on toast for breakfast, homemade vegetable soup for lunch and cottage pie for tea. The childminder also provides them with healthy snacks of fruit and drinks of water and milk throughout the day.

p.5

provision

The childminder and her partner hold a current Disclosure and Barring Service check indicating their suitability to be in contact with children. Any visitors to the home are required to sign in and are never left alone with children. The childminder is clear on her role in safeguarding children from un-vetted individuals and has a full safeguarding policy in place which underpins her good practice. She demonstrates a robust understanding of the signs and symptoms that may indicate abuse, and is aware of the agencies to work with should concerns need to be passed on. The childminder is also well qualified. She has completed her higher level teaching assistant qualification and regularly attends training on a wide array of subjects to keep up-to-date with child development issues. Consequently, she is skilled and knowledgeable in her delivery of the educational programmes and in promoting children's welfare.

p.5

provision

The childminder is committed to her role and is successfully providing high quality teaching and precise care to all children. She is fully aware of her responsibilities under the Early Years Foundation Stage and regularly self-evaluates to make sure children receive the full educational programme and have their welfare needs effectively met. She regularly reviews her policies and procedures to ensure she is up-to-date with best practice and tracks children's progress towards the early learning goals to ensure she is offering a well-rounded programme. Consequently, she is aware of the strengths and weaknesses of her setting and constantly looking for ways to improve her practice. The childminder also welcomes feedback from parents and children and takes account of their views. For instance, she responds to parents' requests for flexible hours and encourages children to express what activities they would like to take part in, accommodating these

p.5

provision

The childminder welcomes children with special educational needs and/or disabilities and works in partnership with parents and any other professionals to ensure that any specific needs are promptly identified and addressed. For example, she uses the same sign language as parents use to help children with communication difficulties, so that these children are able to express their needs fully. The childminder has successfully built positive relationships with parents and chats to them on a daily basis about their child's achievements and well-being. She ensures that parents are aware of how to make a complaint if they need to and shares all her policies with them, so that they are clear about the standards to which she works. Parents indicate that they are very content with the service she offers and comment that they are 'very happy' with the childminder's professionalism and the 'wide range of fun activities' that are provided. They state that

p.5

provision

their children enjoy coming so much 'they don't want to go home'.

p.6

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 EY441170 Local authority Cheshire East Inspection number 955360 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 6

p.8

Name of provider

Date of previous inspection not applicable

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