Childminder in Knowsley

Inspection date

Previous inspection date 19/09/2014 28/03/2011

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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

 The childminder has a secure knowledge of how children learn. Consequently, she uses good teaching strategies, which ensure children are engaged in meaningful experiences and make good progress in their learning.  Children are happy and feel secure within the provision, as strong relationships are formed with the childminder and each other.  The childminder's calm and child-centred approach helps children to feel at ease and enjoy their time in her provision. Children eat a variety of healthy meals and access various stimulating outdoor play experiences, which benefit their health and well-being.  The childminder has a good knowledge of safeguarding procedures. She uses effective risk assessments to minimise potential hazards across the areas used by children and supervises them well. Therefore, children's safety is effectively promoted.

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It is not yet outstanding because

 Parents are not always fully encouraged to share detailed information about their child's development before the placement starts, so that the initial assessments of what children can already do are always precise and secure.  Existing links with other providers, when the care of children is shared, is not fully maximised because relevant information is not exchanged on a regular basis.

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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 children's interactions with the childminder during routines and a range of both adult-led and child-initiated play experiences carried out in the lounge, kitchen and garden.

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Inspection activities

 The inspector conducted a joint observation with the childminder and held discussions with her and interacted with children at appropriate opportunities.

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Inspection activities

 The inspector looked at children's learning files, observation and assessment records and parent's written comments recorded on questionnaires.

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Inspection activities

 The inspector checked evidence of suitability of the childminder and household members and discussed the childminder's self-evaluation form.

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Inspection activities

 The inspector looked at a selection of policies and records, including the safeguarding policy, risk assessments, medication records and attendance registers.

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Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The whole of the ground floor, the bathroom on the first floor and the rear garden are used for childminding. She lives with her husband and two children, aged 20 years and 15 years, in Kirby, an area of Liverpool. The childminder either walks or uses public transport to take children to local parent and toddler groups, parks and areas of interest. She also takes and collects children from local nurseries and schools. There are currently five children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 8am to 5pm, Monday to Friday, except bank holidays and family holidays.

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

 enhance the depth of information sought from parents on entry to the provision, to further identify what children have already learnt and can do, in order to use this information to contribute to their initial assessments

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

 build upon the already good links with other providers, so that information is exchanged on a regular basis, such as assessment records and planning, in order to have a wider picture of children's abilities, so that they can make the best progress possible.

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who attend

The quality of teaching is good. This is because the childminder has a secure knowledge of how children learn and develop and implements effective teaching skills in her practice. She provides children with an extensive range of both adult-led and child-initiated play experiences, which means that they take part in developmentally appropriate and stimulating activities. As a result, children learn through meaningful activities, which are purposefully planned around their individual needs. Children therefore make good progress in their learning. The childminder understands the importance of working in close partnership with parents and uses settling-in visits as opportunities to gather some information from them about their child's development. However, this is sometimes not detailed enough to allow the childminder to gain a robust initial assessment of what children can already do, so that initial plans to move them forward are as effective as

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who attend

possible. Despite this, the childminder understands fully the importance of carrying out effective observations and assessments, including how to complete the progress check for children between the ages of two and three years, and the recent introduction of formal tracking tools is also used to record the ongoing progress children make. Parents are kept informed of their children's development because the childminder uses various methods of communication. For example, daily discussions and text messages actively promote a positive exchange of information between both parties. Consequently, parents are involved in their children's learning.

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who attend

The childminder understands the importance of providing good quality teaching, to ensure children continue to make good progress when in her care. She successfully promotes children's communication and language skills through a range of effective strategies. For example, she models the use of language, speaks clearly and repeats words and only uses complex sentences as necessary. She skilfully uses open-ended questions to support children's thinking skills. Furthermore, she provides ongoing commentaries as she positively interacts and plays alongside children. She understands when it is appropriate to join children in their play in order to promote challenge. For example, she joins children during their pretend play and introduces mathematical concepts of counting and problem solving, as they count out the purchases made. As a result, children are developing the necessary skills, attitudes and dispositions they need to be ready for school.

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who attend

The childminder effectively uses her knowledge of individual children to help them make progress across the areas of learning and development. She has high and realistic expectations of children based on her accurate assessments of them. Consequently, she provides a good range of experiences, which help children learn and develop through active participation in planned, purposeful and challenging activities. For example, children show high levels of involvement as they play together with the toy farm. They display good attitudes and positive dispositions during their play. They play well together, watching and learning from each other, as well as benefiting from the teaching strategies used by the childminder. The childminder demonstrates a clear commitment towards working in close partnership with other professionals as necessary. For example, she accompanies children during their settling-in visits as they prepare to move on to pre-

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who attend

school or nursery and shares the formal assessment records she has completed for the child with these settings. However, these arrangements are less secure when care is shared between the childminder and other settings and there is more to do to ensure information is exchanged regularly, so that there is a shared knowledge about all aspects of children's progress.

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

Children are happy and feel secure within the provision, as they form good relationships with each other and the childminder. They form strong, emotional attachments with the childminder and interact positively with her, as she routinely joins in with their play experiences. She offers flexible settling-in procedures and uses this time with parents as an opportunity to find out about children's individual care routines. She understands the importance of building positive relationships with parents to ensure she can promote children's emotional well-being effectively. Children demonstrate friendly behaviour towards each other, initiating conversations and talking about their daily events together. Furthermore, the childminder's calm and child-centred approach helps children to feel at ease and enjoy their time in her provision. Consequently, children behave well because the childminder acts as a positive role model. She sets, explains and maintains clear and

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

consistent guidance so that they feel safe and secure in their play and other activities. Children show familiarity with daily routines, as they talk about the hot and cold taps as they wash their hands and help to give out the selected cutlery at meal times. Children eat a variety of home-cooked food at meal times and the childminder promotes their awareness further by talking about the benefit of eating healthy options. As a result, children show good levels of understanding that eating helps to make them big and strong.

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

Children are confident and self-motivated because the childminder gives them time to play and explore the range of resources offered. She provides a stimulating and welcoming environment, which positively promotes children's all-round development and emotional well-being. Children particularly enjoy their time outdoors, showing great excitement and interest as they independently access developmentally appropriate resources. The organisation of the outdoors enables children to develop good levels of personal, social and emotional development. For example, children develop their independence and cooperation as they play imaginatively together, pretending to prepare dinner using pasta and various utensils. Active play is encouraged through daily access to the garden and trips to local parks and other areas of interest. For example, children develop hand-eye coordination as they line up the skittles and they learn to move their bodies in different

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

ways as they manoeuvre using various wheeled toys. Furthermore, children learn to show care and concern for living things and the natural environment, as the childminder encourages them to care for vegetables when out in the garden and during trips to the local allotment. Consequently, children are developing an awareness of the world, as they talk about the features of living things and help to care for them.

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

Children are able to independently access their choice of play across the indoor and outdoor environment. They are actively encouraged to develop self-help skills through routines. For example, children come together and eagerly brush the floor after having lunch together. Children are kept safe because the childminder helps them to understand the procedures to help keep them safe. For example, she uses gentle mannerisms and appropriate language to support children in increasing their developing awareness of how to stay safe and manage their own level of risk as they play. Furthermore, she supervises children well and involves them when carrying out safety routines, such as fire evacuation procedures.

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provision

The childminder has a good level of knowledge and understanding of the Early Years Foundation Stage. Consequently, she is competent to support children's learning and to implement the safeguarding and welfare requirements. She ensures that children's safety is promoted through close supervision and relevant safety checks of her provision, including all outings which take place. Formal risk assessments are completed on all areas used by children and reviewed as necessary. The childminder holds a valid first-aid certificate and attends safeguarding training when required. She has a clear safeguarding policy in place and it reflects the guidance set by the Local Safeguarding Children Board. Furthermore, relevant flowcharts depicting the procedures to follow, should child protection concerns and managing allegations arise, are stored within the childminder's policy file. As a result, she is aware of her responsibilities and knows what to do and who

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provision

to contact in the event of a cause for concern. Accident and medication reporting procedures are in place, which ensure that children are well protected within a safe and secure provision. Furthermore, policies and procedures are initially discussed and shared with parents during their child's settling-in period. Parents sign to confirm their understanding of these and, as policies are reviewed, they are shared and discussed again to ensure parents are kept fully informed of any changes made.

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provision

The childminder has a good understanding of the learning and development requirements. She reflects on, and evaluates, her practice to achieve ongoing developments to her provision. For example, attendance on training helps to update her knowledge in using observation and assessment tools more effectively. Furthermore, she demonstrates an ongoing commitment to training because plans are in place to attend additional courses in order to deepen her knowledge further. The childminder knows the minded children very well and confidently talks about their individual stages of development. She is confident to use this information to plan purposeful play experiences in order to ensure children make good progress towards the Early Learning Goals. The childminder reflects on the different ways children learn and this helps to inform her everyday practice. For example, the adult- led creative activity planned for indoors was changed and carried out in the garden

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provision

because children were interested in playing and exploring outdoors. The childminder routinely evaluates the organisation and presentation of resources in order to ensure children remain motivated and interested in the range of play experiences provided. The outdoor area, in particular, is very well-resourced and this enables all children to take part in meaningful activities, which actively promote and sustain their engagement in self- chosen play.

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provision

The childminder has developed positive relationships with parents. This is because the childminder maintains a good, two-way flow of communication with them. For example, daily diaries detailing children's care routines are completed for the youngest children. Parents have opportunities to view their children's learning files and have regular opportunities to contribute their comments about the ongoing progress the child is making. Parents complete questionnaires on an annual basis and these are very complimentary about the childminder. For example, written comments state that parents are more than happy with the service provided and the daily food menu offered is fantastic. The childminder understands the importance in working in close partnership with other professionals. As a result, children are well-prepared for the next stage in their learning.

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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 EY274894 Local authority Knowsley Inspection number 872772 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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