Childminder in Sefton

Inspection date

Previous inspection date 13/08/2014 Not Applicable

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early years provision

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

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This provision is outstanding

 The childminder has an excellent understanding of the Early Years Foundation Stage. Consequently, she provides a wealth of learning opportunities and keeps children safe.  The quality of teaching is consistently outstanding and innovative. Therefore, children make excellent progress and are very well-prepared for school.  The childminder is highly skilled in helping children to form emotional attachments. Consequently, children are exceptionally well-behaved and content.  The childminder provides an inspiring, welcoming and stimulating environment, with an excellent range of resources and toys to support learning. As a result, children are highly motivated to learn.  Excellent partnerships with parents and other settings that children attend, ensure that that children's needs are exceptionally well met.  The childminder provides highly nutritious meals and a wide range of opportunities for fresh air and exercise. Therefore, children's health and well-being needs are superbly

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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 spoke to the childminder throughout the inspection.

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Inspection activities

 The inspector sampled a range of documentation, including children's records, policies and procedures and risk assessments.  The inspector observed activities indoors and outdoors.

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Inspection activities

 The inspector spoke to a parent and took account of written comments in children's learning records and questionnaires.

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Information about the setting

The childminder was registered in 2014 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and their two children aged one and five years in Waterloo, Liverpool, close to local parks, shops and schools. The whole of the ground floor is available for use, along with a bathroom on the first floor. There is an enclosed outdoor area available for play. The childminder is able to take and collect children from local schools. There are currently four children on roll, two of whom are in the early years age range. She operates Monday to Friday, 7.30am until 6pm, all year, except bank holidays and family holidays. She is a member of Professional Association of Childcare and Early Years. The childminder has completed local authority childminder training.

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

 extend the range of labelling in the learning environment, to provide even further support for literacy development.

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who attend

Children are extremely happy, settled and content. This is because the childminder knows the children well and has a deep understanding of how children learn. 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 provided. Effective observation, planning and assessment systems ensure that children take part in a wide range of activities. These cover the educational programmes exceptionally well and all children benefit from the exemplary learning environment, both indoors and outdoors. Consequently, children make excellent progress in relation to their starting points. In addition, this ensures that children gain an excellent range of skills to support their future learning. Children are able to access activities and toys because they are at an appropriate level, which means that children are exceptionally independent. The childminder has an excellent understanding

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who attend

of her responsibility in completing the progress check for children aged between two and three years and has implemented a written summary of children's progress in the prime areas of learning. Furthermore the childminder demonstrates an excellent understanding of how to support children if they need additional support.

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who attend

Teaching is outstanding in all areas of the educational programmes. For example, children's personal, social and emotional development are promoted extremely well, as they benefit from the positive interactions they receive from the childminder. Babies happily babble and vocalises in response to the childminder's smiles and communication, helping them to develop early communication and language skills. The childminder talks with children to model language and to introduce new words. For example, children are interested in bugs and birds, so the childminder has devised her own bug finder and bird spotting booklet. Children squeal with delight when they spot birds and bugs in the garden and the childminder ensures that children are given the correct name for each creature they spot. This helps to sustain children's interest and build upon their vocabulary. Consequently the children are fully engaged with the activity and are constantly learning

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who attend

new words. However, there is scope to enhance the already exceptional learning environment, by extending the range of labelling of resources, to provide even further support for literacy development. The childminder is superb at encouraging imagination, for example, through den making, the provision of open-ended materials and recycled boxes. The role play area is regularly changed to reflect the interests of the children. 'Real life' objects, such as bags, crockery, cutlery, purses, sunglasses and hats, enhance further role play experiences. Furthermore, diversity of cultures is very well represented in the childminder's home. For example, menus, books and toys, as well as multi-lingual displays, ensure a holistic approach to helping children learn about diversity. Children enjoy visits to the local parks and beach, playgroups and libraries, which further extends their opportunities for learning.

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who attend

The childminder works very closely with schools that the children attend and ensures that there is excellent continuity for children's learning. For example, some children have been learning about the seaside at school, so the childminder supported them in designing their own kites and then taking them to the local beach to fly them. She regularly shares information with schools and parents, to ensure that children's needs are exceptionally well met. Furthermore parents have commented on how well this has helped their child to settle with the childminder. Parents have a very wide range of opportunities to contribute to initial assessments of children's starting points on entry and their views are always 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 children attend. This shared approach to children's learning and development,

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who attend

contributes to the excellent progress children make and demonstrates a continuity of learning between home and the childminding provision and supports children in being ready for school.

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

Children form exceptionally secure emotional attachments, which provide a solid foundation to develop their personal, social and emotional skills. The sensitive and caring interaction between the childminder and children ensures that all children form positive and trusting relationships. Children settle well because the childminder obtains very detailed information from parents, to ensure that all children's needs are known and very effectively met.

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

The childminder is outstanding in supporting children's independence through an excellent balance of child-initiated and adult-led experiences. For example babies access drinks independently and attempt to feed themselves. Furthermore, children are encouraged to take controlled risks, under supervision. For example, they are well supervised as they use cooking utensils to make their own healthy flapjack biscuits. The children have a balanced, healthy menu and parents report that they are very happy with the food provided by the childminder. Furthermore, the childminder has recently received certificates in food hygiene and healthy nutrition for children from the environmental health department.

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

Children's behaviour is outstanding. This is because the childminder uses positive strategies to help children 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 exceptionally nurturing and knows all the children well, ensuring that individual needs are quickly met and supported effectively. Children have access to active play and daily fresh air. They use the childminder's outdoor area and enjoy regular visits to the local park, beach and other places of interests, such as the mobile zoo and visits to meet a fire-fighter. Children also attend a play group, where the childminder encourages them to play with other babies and children. 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,

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provision

The childminder is outstanding in all areas of provision. For example, policies and procedures for safeguarding children are extremely comprehensive and the childminder has a very robust understanding of what to do if she has any concerns about a child in her care. Detailed risk assessments, which are regularly reviewed for all areas of the provision, are carried out to ensure that children play in a safe environment. The childminder effectively evaluates her provision and she seeks the views of parents, other professional and the children, to ensure that the children's needs are consistently met.

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provision

The childminder demonstrates an excellent understanding of the educational programmes to ensure that all areas of learning and development are fully implemented. For example, robust tracking and monitoring of children's progress helps the childminder to identify strengths and areas for development. Furthermore she observes areas of provision, to see how children use their learning environment and reflects constantly, always aspiring to achieve more for the children in her care. Consequently, focused plans ensure that children continue to make excellent progress in their learning and development.

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provision

Outstanding partnerships between parents and local schools are well established, with effective communication systems, thus ensuring that parents are kept fully informed of their children's needs and progress. For example, the childminder discusses children's current learning styles and schemes, to ensure that there is a consistent understanding of children's individual learning needs. This ensures an excellent continuity in learning opportunities for children, whether at home, school, or with the childminder. She links with her local authority for advice and support, attending regular training events to continue to develop her already outstanding skills.

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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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 EY472947 Local authority Sefton Inspection number 955253 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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Name of provider

Date of previous inspection not applicable

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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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