Childminder in Liverpool

Inspection date

Previous inspection date 24/06/2014 19/10/2009

p.1

early years provision

This inspection: 2 Previous inspection: 2 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 provides a variety of interesting and challenging experiences for the children. Therefore, children are keen to engage in a range of learning opportunities and they make good progress.  Children are kept safe in an environment that is clean and well organised. The childminder has a strong understanding of safeguarding procedures and implements effective checks on equipment and resources to ensure that children are protected from harm.  The childminder is constantly updating his skills and he is keen to participate in professional development. This results in the provision of a high quality learning environment in which children flourish.  The childminder has established very strong partnerships with parents. Parents are closely consulted on their children's care and education through effective ongoing communication. This ensures a shared and consistent approach, which helps children to

p.1

It is not yet outstanding because

 Sometimes, the childminder does not provide opportunities for children to write for a purpose in their independent play.

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 planned activities and the childminder interacting with the children.

p.2

Inspection activities

 The inspector spoke with the childminder and children throughout the inspection, when appropriate.

p.2

Inspection activities

 The inspector looked at the children's assessment records and the planning documentation.

p.2

Inspection activities

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

p.2

Inspection activities

 The inspector examined risk assessments, operational policies and procedures and the provider's evidence of self-evaluation.

p.2

Information about the setting

The childminder was registered in 1996 on the Early Years Register and both the voluntary and compulsory parts of the Childcare Register. He lives with his wife, who is also a registered childminder and one adult child in West Derby, Liverpool. Children have access to the whole of the ground floor of the childminder's house. There is a secure garden for outdoor play. There are currently eight children on roll, of whom six are in the early years age group. The childminder regularly takes the children to places of interest. He attends the library and toddler groups. The childminder receives support from the local authority. He is a member of the Professional Association for Childcare and Early Years and he is part of an informal childminder network.

p.3

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

 strengthen opportunities for older children to write for a purpose in their independent play, so they are able to create story books for younger children or shopping lists in the role-play area.

p.3

who attend

Teaching is consistently good. The childminder has a deep understanding of how children learn and develop. Children's contributions are actively encouraged with a deep respect for all children and their families are truly reflected in the practice. The childminder offers highly comprehensive learning opportunities, which consistently address all learning needs by appealing to children's interests. In particular, language development is encouraged consistently through all activities. The childminder asks children meaningful questions that encourages them to think ideas through. He gives the children time to respond and mostly comes down to the children's eye level to allow for meaningful conversations. Children are supported as they engage in role-play outdoors. This results in children's language developing through fun activities, so they are engaged and make good progress. However, there is scope to enhance opportunities for older children to write for a purpose in their

p.3

who attend

independent play, so they are able to create story books for younger children or shopping lists in the role-play area. The childminder implements observations, which parents have the opportunity to feed into. He observes children, assessing their current development level. He then plans for each child's learning needs. Children develop their understanding of the world while outside, as they create birdfeeders and watch the bird table to see what birds visit the table. The childminder supports the children to look in a reference book to find out the type of bird. Children have opportunities to interact with technology as they walk around the garden, taking photographs of their favourite place. They help the childminder transfer images to a digital photograph display frame, so parents can clearly see activities from the day.

p.3

who attend

Children are acquiring the skills and capacity to develop and learn effectively and be ready for the next stages in learning as they move onto pre-school or school. They are left alone to engage in active learning, where they gain skills through self-initiated play as a result of a child-accessible environment. For example, as older, more able children engage in learning about their community. The childminder plans a discovery walk in which children discover the local community. Children take photographs, which are made into a book to be used in group activities. The childminder encourages children to use songs and actions in their independent play, which results in children who are enthusiastic and motivated about their learning. This is as a result of the good practice on display as all contributions are valued by the childminder, who knows the children very well. Children feel secure in the learning environment, as their photographs and work are displayed. This results in

p.4

who attend

children feeling part of this welcoming environment.

p.4

who attend

Links with parents are extremely strong, with parental feedback of a consistently high standard. Highly successful strategies are in place to ensure that all parents have many opportunities to contribute to their children's learning. Diaries are sent home regularly and the childminder gives daily feedback. Parents receive a written report each month. In this report, the childminder gives parents information about their children's development in relevant areas of learning. He includes reference to the activities that the children have enjoyed and links this to their current achievements. This allows parents to gain a deeper insight into their children's learning journey and gives them a useful opportunity to comment on their children's learning. The childminder provides 'learning at home' sheets for parents to complete. This allows for a consistent approach to learning. Parents who express their child is learning a specific skill, such as a foreign language, are impressed

p.4

who attend

when the childminder supports this during daily activities. Parents express complete satisfaction with their experiences with the childminder and feel able to ask for advice on development and parenting issues. The childminder gives parents clear information about how to support children's learning. Children learn more and make good progress as there is a consistent approach to their learning.

p.4

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

The childminder is fully aware of and sensitive to potential and actual harm to children. Consequently, he promotes their safety and well-being. Strong partnership working with parents contributes to the effective settling-in programmes, which ensure that children feel safe and comfortable in a new environment. As part of the process, introductory visits are planned, in order for close bonds and attachments to be established between children and the childminder. Home routines are closely followed, resulting in children being happy and settled and developing a strong sense of security. In addition, there is close consultation with parents through an 'All about Me' booklet. This transition document means that parents can share more specific information. This helps the childminder to provide individually tailored care and find out about each child's uniqueness and what they already know and can do. Effective communication systems are in place, which support

p.4

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

children's move from their home to the childminder's setting. Children's continued sense of security is fostered as the childminder helps prepare them for their move to a new setting, such as pre-school or school. For example, wherever possible he is involved in visits with the children and exchanges of information about what is known about the children, including their current level of development. The childminder enhances the learning environment in the playroom by labelling resources, children's artwork and photographs. Consequently, children develop a strong sense of belonging as they feel valued. Children create artwork of their families and display these on the walls. Photograph albums of each child's family are created, in order to further enhance their sense of belonging in the welcoming setting. Children form extremely strong attachments with the experienced childminder and they are effectively motivated to explore the environment as they feel

p.4

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

The childminder encourages healthy lifestyles through free access to the outdoor environment. Lots of opportunities are offered to engage children in physical activities, to help develop their physical skills, as they crawl through tunnels, play with a parachute and climb up a slide. Younger children are supported in these activities, then as their confidence grows, the childminder steps back and allows them to delight in their developing independence. Children learn how to safely take risks in their play as they balance and climb. Healthy eating forms an important part of the provision with menus detailing a range of well-balanced meals. Children assist in preparing the meals, talk about different foods, so they understand healthy food choices. They have access to drinking water all day and they know to put sun cream on before going into the garden.

p.5

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

As a result of well-organised routines and good organisation of space, children's independence develops as they move around freely inside and outside. Children are very sociable with adults and their peers. They are very keen to engage adults in their play and confidently talk about their experiences. Older, more able children play cooperatively. Any issues with behaviour are dealt with promptly as the childminder calmly intervenes. He explains why certain behaviour is not acceptable and engages children in different activities, such as helping to prepare lunch. This distracts children from any incidents and they continue to play happily. The childminder models good listening skills, in order to help children listen to instructions and be attentive. Children readily respond to requests to help tidy up in preparation for lunch. They thrive on the warm praise and encouragement, which they receive for being so helpful and ask the childminder if he is happy with their

p.5

provision

The childminder has a secure knowledge of the Early Years Foundation Stage. Consequently, he fulfils his responsibilities in meeting the safeguarding and welfare, and the learning and development requirements well. He has many effectively organised written policies and procedures and record-keeping systems to support practice and promote the efficient and safe management of the service. The childminder monitors children's individual progress, in order to support their achievements and ensure they experience good quality care and a varied curriculum. Well-organised routines ensure the smooth operation of the childminding service. Good use is made of online resources and facilities in the local and wider community. For example, toddler groups and social occasions with other childminders enhance children's learning experiences and socialisation. Children's welfare is promoted through the childminder implementing safe

p.5

provision

practices. For example, he undertakes risk assessments to identify and minimise hazards and checks the garden before children play out.

p.6

provision

The childminder is committed to improvement and he recently arranged a training event for local childminders. The childminder values training, in order to continually seek ways to develop the level of care and education he provides. He has gained a childcare qualification and attends additional short courses. This extended knowledge of early years practice is reflected well in the provision. The views of parents and children are considered well to help the childminder inform the service. For example, questionnaires are distributed to parents and children are involved in making choices about what they would like to do. Parents express very complimentary comments about the childminder and the care and education of their children.

p.6

provision

Parents are well informed about the childminding service when their children enrol and through ongoing communication. Consequently, there is a consistent approach to children's care and education. Where children attend other settings, there is a suitable exchange of information between the childminder and other practitioners through parents. This helps the childminder to gain a full picture of children's achievements, in order to complement their learning and balance their experiences with those they receive elsewhere. The childminder has a good knowledge of how to work in partnership with other professionals, when relevant to support any child who may need additional support.

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 501175 Local authority Liverpool Inspection number 869122 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