Childminder in Liverpool

Inspection date

Previous inspection date 21/07/2014 13/07/2009

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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

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This provision is good

 Children develop a very strong sense of belonging because the childminder promotes their emotional well-being effectively. As a result, children are confident and motivated to learn.  The childminder has robust safeguarding and child protection procedures in place, which she translates effectively into practice to ensure children's safety and well-being.  Partnerships with parents and other professionals are successful and ensure all children get the support they need within a cohesive and inclusive environment.  The childminder has proficient teaching skills and a good understanding of the Early Years Foundation Stage. She plans purposeful play and a good balance of adult-led and child-initiated activities. Consequently children make good progress, particularly with developing their language and communication skills.

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It is not yet outstanding because

 There is capacity to review the labelling on storage boxes in the learning environment to make it easier for children to choose their resources and further enhance literacy development.

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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 observed activities in the childminder's house and talked with the childminder.  The inspector viewed the areas of the premises and garden used for childminding.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members, and a range of other documentation, including the safeguarding procedures.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day, and as recorded in written questionnaires and reference letters.  The inspector reviewed the provider's hardcopy self-evaluation form.

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Information about the setting

The childminder was registered in 2007 and works with another registered childminder. The provision operates from the co-minders property. The co-minder lives with her husband and two children aged 16 and 19 years, in a house in Allerton. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The whole of the ground floor and the rear garden are used for childminding. The family has a cat and guinea pig as pets. The childminder attends a toddler group and activities at the local children's centre. She visits the museums and park on a regular basis. She collects children from the local schools and pre-schools. There are currently 13 Children on roll, six of whom are in the early years age group and attend for a variety of sessions. She operates from 8am to 5.30pm, Monday to Friday, all year round except for family holidays and bank holidays. She is a member of Professional Association

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

 review the labelling on storage boxes in the learning environment, to include words and corresponding pictures, to make choosing resources easier for children and to further enhance literacy development.

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who attend

The childminder has a good knowledge and understanding of how young children learn and progress. As a result, she provides experiences and activities that address all areas of learning. She demonstrates a clear understanding of how young children learn through play and uses her observations of children during play activities to plan effectively for their individual next stage of learning. The childminder expertly plans for children's interests to engage and motivate children with activities. For example, children's interest in vehicles is reflected in activities as children read books about different vehicles, explore shapes on toy vehicles and engage in action rhymes while moving around like cars and trains. The childminder encourages young children to explore and initiate their own play experiences. However, children's independent choice and access to the resources is reduced because the boxes are not labelled with text and pictures to enable children to see where toys are

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who attend

stored. This is also a missed opportunity to enhance developing literacy skills by enabling children to see words and matching pictures together so they can make connections.

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who attend

Teaching is good, which enables children to make good progress. The childminder is profoundly deaf and uses sign language to communicate with others. Children are supported extremely well as all children learn to use sign language. As a result, all children quickly develop a good understanding of additional ways to use language to communicate and develop their appreciation of difference in society. The childminder supports the children in their independent play, to develop their thinking skills through the use of open- ended questions. She signs to a child who is explaining an experience, 'tell me what happened?' As a result the child explains, both verbally and through signs, that ice melts when it gets hot; demonstrating the ability to explain cause and effect. The childminder prepares children for the next stages in their learning and ultimately for school, by providing high quality experiences that address their learning needs and encourage them

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who attend

to become independent learners. Children have access to a wide range of reading materials, which they use well to gain information through research. For example, the childminder provides literature for a child who is interested in an upcoming event in order to discover an answer. As a result, children are developing an understanding that print carries meaning in addition to enjoying early forms of study-based learning. Furthermore, children benefit from a broad and balanced range of learning experiences and make good use of the indoor and outdoor learning environment. For example, they enthusiastically ride bikes, play in cars and create a den in a large cardboard box. Children attend a range of physical activity sessions at the local park and children's centre. Consequently, children increase their physical strength, coordination and balancing skills while developing their social skills as they experience large group provision.

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who attend

The childminder observes children as they play and she makes assessments of their learning against developmental norms. Parents are well-informed of children's progress through daily discussions and diaries. This also provides an ideal time for parents to share information about learning at home and consider ways in which children are best supported when in the care of the childminder. The childminder embraces parent's ideas and she incorporates them in her practice. For example, she plans activities based around significant events, such as new babies and moving house, in order to help transitions.

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

Children form strong emotional attachments with the childminder due to her highly effective settling in procedures. The childminder is particularly nurturing in her approach and this really enhances children's feelings of security and belonging. They approach her regularly, particularly when they want help with a toy or when they are tired and feel in need of extra cuddles. Children confidently explore the learning environment by moving from the indoor areas into the garden, making choices about where to play and what to play with. The childminder ensures that she has comprehensive information on children's individual needs to enable her to follow their individual routines. This effectively supports children's move between their home and the childminding setting. She demonstrates a very good understanding of children's individual needs and responds well to these. For example, she recognises when a child is getting tired so she gets a bottle of milk and

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

settles the child down for a rest. Children receive frequent praise and encouragement from the childminder when they achieve a new milestone or attempt a new skill. For example, she shows delight when a child has attempted to write their name. She maintains a consistent routine each day, which children become familiar with and know what to expect. They understand the childminder's expectations for behaviour, learn to share, take turns and listen to what is being said. Children behave well and they learn how to cooperate socially with children who are younger and older.

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

Children learn to appreciate that exercise is an important part of a healthy lifestyle. This is because the childminder ensures children have plenty of opportunities to play outside in the garden and take part in visits to the local park or walk to and from school. In the garden they can ride bicycles, run, dig, have fun with balls and generally develop their physical skills well. Children learn to manage risks as they climb and balance. Nutritious snacks of fruit and plenty of water further supports even the youngest of children with adopting positive habits for their future good health. The childminder has a good regard for children's safety and has effective policies and procedures in place to ensure children are able to play, learn and go on outings safely.

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

The childminder provides a well-resourced environment both inside and outside in the garden. Toys and activities are of good quality and support learning well. Everything is stored safely and children are able to freely access resources. However, their ability to choose toys is hindered slightly because, as with indoor toys, they cannot see what is stored in the boxes due to the absence of words and pictures. In spite of this, children are always able to follow their own interests. They become confident and independent children as a result. Children's emotional well-being is supported effectively through a caring environment and strong attachments with the childminder. This equips them well with the emotional and social skills they need when it is time for them to move on to their next setting or school.

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provision

The childminder has a good understanding of her responsibilities to ensure her practice meets the safeguarding and welfare, and learning and development requirements of the Early Years Foundation Stage. She understands her duty to follow local safeguarding procedures and is confident about identifying and reporting concerns she may have about children in her care. A very effective range of policies support her work and these are updated and shared with parents frequently. The childminder ensures that she supervises children well at all times and ensures the premises is secure, both inside and outside, to avoid unauthorised access. She completes detailed risk assessments, which was a recommendation at the last inspection. She undertakes daily checks and has effective safety measures in place to minimise risks and keep children safe. All household members over 16 years and adults who work with the children have been checked for their

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provision

suitability. The childminder maintains a daily register of attendance, as was required at the last inspection. This ensures that she has an accurate record of when each child was at her setting.

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provision

The childminder works in close partnership with her co-minder and with the local authority. She shares practice ideas with her co-minder to ensure continuity for children and has attended a range of training. For example, she has recently attended observation, assessment and planning training. This has impacted positively on her practice as she uses the skills and knowledge she gained from the training well to focus clearly on children's next steps in learning when planning activities. This was a recommendation at the last inspection and has been successfully met by improving the learning experiences children receive. The childminder is committed to providing best possible learning outcomes for children. She constantly reflects upon her practice and is able to identify her strengths and areas for improvement. Parents and children share their comments and ideas, both in discussions and in questionnaires. As a result, targets for improvement are firmly focused

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provision

on furthering children's development. The childminder also successfully monitors children's progress and the educational programmes she provides. This is demonstrated through the proficient teaching children receive during activities and routines, which support their individual needs and help them make the best possible progress in their learning and development.

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provision

Partnerships with parents are strong and make a positive contribution to children's learning and development. 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. The childminder provides parents with specialist support with regards to hearing problems, language and communication. 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 children's experiences with those they receive elsewhere. The childminder has a good knowledge of how to work in partnership with specialised professionals, when relevant, to support any child with special educational needs.

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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 EY347778 Local authority Liverpool Inspection number 873468 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 13

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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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