Childminder in Wirral

Inspection date

Previous inspection date 17/04/2014 13/05/2009

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The quality of teaching is excellent because the childminder has an in-depth understanding of how young children learn. She provides an excellent range of interesting and captivating activities for children in her care. As a result, they are eager to learn and make rapid progress from their starting points.  Children's language development is given high priority. They have many excellent opportunities to develop their speech and language and extend their vocabulary through a variety of activities.  The childminder is extremely caring, sensitive and skilled in helping children to develop secure emotional attachments. This enables children to develop self-confidence and nurtures their overall well-being.  Excellent partnerships with parents and other professionals ensure that children's individual needs are exceptionally well met.  The childminder has an excellent knowledge of the safeguarding and welfare

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This provision is outstanding

requirements. Consequently, children remain exceedingly safe and secure while in her care.  This highly motivated and inspirational childminder continually updates her own professional development by attending relevant courses. She regularly evaluates her practice, taking into account the views of parents and children. As a result, she has a strong capacity to improve this already outstanding setting.

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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 talked to the childminder and children at appropriate times throughout the inspection and observed a variety of activities both indoors and outside.

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Inspection activities

 The inspector sampled children's assessment records and planning documentation. She looked at a selection of policies and procedures, including safeguarding and risk assessments.

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Inspection activities

 The inspector carried out a joint observation with the childminder and discussed children's learning and development.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and considered her self-evaluation form.

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Inspection activities

 The inspector took account of the views of parents by reading a number of comments on questionnaires and letters to the childminder.

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Information about the setting

The childminder was registered in 1996 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in a house in Greasby, Wirral. Two rooms on the ground floor, downstairs toilet, first floor bathroom and rear garden are used for childminding. The childminder attends various toddler groups and activities at the local children's centre. She visits the shops, parks and local places of interest on a regular basis. She collects children from the local schools and pre-schools. There are currently 12 children on roll, six of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.45am to 5.30pm, Monday to Friday, except bank holidays and family holidays. She supports a number of children who speak English as an additional language. She is a member of Professional Association for Childcare and Early Years and receives support from the local

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

 develop ways to further encourage children's independence, for instance, by cutting up their own fruit and vegetables for snack.

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who attend

The quality of teaching is excellent. The childminder has exceptional knowledge of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. She has very high expectations of herself and of the children in her care. She has an in-depth understanding of how to support young children to reach their full potential and achieve the best they can. The playrooms contain an inspiring range of high quality resources to match the developmental age of children in her care. Resources are stored within reach, so that children can self-select activities and initiate play during the session. This promotes their independence extremely well and encourages self- confidence. The childminder provides rich, varied and imaginative experiences and plans outings to local places of interest such as, a butterfly farm, a pirate ship and the aquarium. These activities capture children's interests, challenge their skills and extend

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who attend

their play. As a result, children are highly motivated and eager to learn. The childminder sensitively joins in children's play and has an excellent ability to engage with them during activities. She gives lots of eye contact, praise and smiles as she plays with the children. This gives them a sense of achievement and enhances their learning and development. Children readily select resources to share with each other and they use their imaginations very well as they contribute their ideas during activities. For example, children invent alien faces with seven eyes and two noses by using dough and a wide variety of craft materials. They dress up for imaginative play and enjoy acting out real-life experiences by assuming the role of the shop keeper and mummy. Provisions are bought and paid for with a selection of coins, which helps to develop children's understanding of early mathematics. In this way, children are gaining valuable skills for future learning.

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who attend

The childminder places a high priority on developing good language and communication skills. She has attended training in this area and uses her knowledge well. She talks to children about their feelings, 'what would you do if..? or 'what do you think about...? She gently supports language by correcting speech and supporting children to find correct wording when engaging in conversation. This helps to extend their vocabulary and their understanding about context. For example, when playing a shop game, she encourages children to think about using the correct word for the item they want to buy rather than asking for, 'stuff'. She expects children to stop and listen to each other and to look at each other when talking. In this way, children have good opportunities to develop their language and have time to think during conversations. The childminder skilfully supports children with English as a second language. She provides dual-language books, labels and

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who attend

signs and is learning basic phrases to further engage with families. She follows the local school in beginning to use basic Chinese with all children. As a result, children's language skills are rapidly improving. Children have access to a wide range of books and associated resources, such as story sacks. They love to select books and share stories together. The childminder is a superb storyteller using puppets, a variety of resources, different voices, tones and noises to retell favourite tales. Children readily join in retelling stories using different characters. For example, reflecting Red Riding Hood from the wolf's point of view and Goldilocks from her own perspective. This enhances children's interests and encourages them to look at all aspects of a story. Children spend time in the local community and enjoy visits to the library and local museum. They learn about the wider world through discussion and by exploring a variety of artefacts from different cultures.

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who attend

The childminder plans activities around celebrations, such as Chinese New Year, Easter, Diwali, birthdays and anniversaries. Also she has a range of interesting resources to help children to understand about equality and diversity. Children of different ages and abilities play exceptionally well together. They are respectful and supportive and show concern for each other's needs and interests. In this way, children learn to accept each other and learn to value similarities and differences.

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who attend

The childminder gathers a wealth of information before the children begin attending and uses it extremely well to assess their starting points. She makes regular, accurate observations, assesses learning styles and tracks children's development. This information is used to plan for the next steps in learning. The childminder completes the progress check at age two years and uses this, along with her expert tracking of children's achievements, to note any gaps in their development. She discusses the need for early intervention and support from other agencies, as appropriate. The childminder has excellent strategies for engaging parents in their child's learning. She values their role as first educators and provides regular information through the use of daily diaries, photographs and regular conversations. Parents, in turn, provide family photographs, contribute 'wow' observations and comment on their children's progress. As a result,

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who attend

children are very well supported and make excellent progress towards the early learning goals, and are well prepared for the next stage of learning.

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

The childminder takes time to get to know the children and their families before they begin to ensure she knows their routines, likes and dislikes. Consequently, children form strong emotional attachments with the childminder, which supports their emotional security and helps them to settle quickly and enjoy their time with her. Children's behaviour is exemplary because the childminder is an excellent role model. She has basic house rules, which are shared with parents and children. The childminder gives children space and time to select and explore resources, so that they develop a sense of belonging. She provides support when children are struggling to understand expectations and she uses positive praise to acknowledge their achievements, so they understand what they are doing well. She is sensitive to children's needs and supports their individual requirements.

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

Children develop excellent personal hygiene skills as they learn to wash their hands before eating and after using the toilet. Nappy changing and toilet training routines are very well embedded in practice. Children have a superb understanding of healthy lifestyles because the childminder provides healthy and nutritious snacks. She ensures that a range of fruit and raw vegetables are available daily and discusses healthy options for packed lunches with parents and children. However, some opportunities to further promote children's independence are occasionally missed as the childminder provides ready prepared fruit, which they cannot help prepare. Children have contributed to making a healthy eating collage and readily talk about what food is good for them and what food is not so good for them. Milk and water are available for children throughout the day in their own cups, which ensures that they are continuously hydrated.

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

Children have excellent opportunities for physical exercise as they have daily access to outdoor play in the inspiring garden and regular outings to local parks and the beach. The childminder also supports children to practise early yoga, dance and movement. Weekly 'Baby Bounce' sessions in the children's centre gives children a further opportunity to mix with other children of their own age and access a variety of physical activities. Children enjoy walking to and from school and to the local shops. In this way, children develop very healthy, positive attitudes to physical activity and learn to take risks in a safe environment. Children are very aware of keeping safe because the childminder talks to them about taking care of themselves and each other. She explains about feelings and how children can talk to their parents or the childminder if they are worried or concerned. They know that they must hold hands and stay close to the childminder on the way to and

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

from school. Also, children are aware of crossing the road safely by looking both ways and waiting before crossing. Children know how to exit the house safely in an emergency because they take part in regular fire drills, which the childminder records. In this way, children are kept exceedingly safe while in the childminder's care.

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provision

The childminder has an excellent understanding of her role and responsibilities in meeting the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. She has a very high regard for children's safety and cares for them in a child-centred environment. Extremely comprehensive risk assessments are in place for all areas of her home used for childminding, outings and visits. She regularly checks her resources for cleanliness and breakages. All required policies and procedures are in place, exceptionally well written, regularly reviewed and shared with parents. Policies are very well implemented and underpin this excellent provision. The childminder has an in-depth knowledge and understanding of how children learn and the need to challenge and support learning and development. She plans well for individual children and regularly reviews and monitors their progress. As a result, children are highly motivated, deeply

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provision

involved and show positive attitudes to learning.

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provision

The childminder has very strong partnerships with parents. She shares her good practice through daily diaries, discussion and sharing of information, such as 'wow' moments. She gives excellent information about outings and activities. Children's comprehensive learning journals are available for parents to discuss at anytime, especially for the progress checks with health professionals or on transition to another setting. In this way, parents are well informed of their children's progress and they have continuity of care. Parents' comments are extremely positive. For example, 'She gives us excellent information on our children's progress, so that we know what to do to support learning at home. She is flexible and supports us as a family when we need to attend meetings about our children' and 'she is fair, but firm in the way she gets children to stop, listen and respond. Children make super progress in her setting. Children do so many things and go on lots of outings. We can see

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provision

by the photographs that they really enjoy learning here and the progress sheets prove it.' The childminder has strong links with the local school where some of her minded children attend. She shares information with the school staff and attends a variety of events during the term. School staff comment that the children settle well into school because of the excellent preparation that the childminder provides and the partnership they have together. This effectively supports children's emotional security and ensures continued progress in their learning and development.

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provision

The childminder is inspirational, highly motivated and fully committed to her work. She demonstrates a strong capacity to improve. Since the last inspection, the childminder has made immense progress in her practice. All previous recommendations have been fully met to a high standard. For example, she has an in-depth knowledge and understanding of the seven areas of learning and has developed an excellent system of observation, which seamlessly links all these areas to children's individual developmental stage. The childminder plans a superb range of learning opportunities for children and enhances her activities with a range of outings that capture children's interests and imagination. She constantly seeks to further her own professional development by attending an abundance of relevant training. Her self-evaluation is robust and takes into account the views of parents, children and other professionals. She understands her strengths and has planned

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provision

for areas of improvement, such as extending her outdoor area. The childminder has an excellent support network and is willing to share her good practice and learn from others. She is innovative and inspirational and provides an excellent service for children and families who attend her setting.

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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 306156 Local authority Wirral Inspection number 818766 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 12

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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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