Childminder in Wirral

Inspection date

Previous inspection date 07/10/2014 Not Applicable

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children are safe and protected from harm because the childminder has a good understanding of safeguarding procedures, assesses potential risks and has a first-aid certificate.  The childminder is a very effective teacher. She uses methods, such as demonstrating, asking open-ended questions and modelling language, to build on children's interests and ideas. As a result, children are confident communicators.  Children enjoy the company of the childminder, she knows them well and responds to their needs and so they feel secure and happy.  Parents are given comprehensive information about the childminder's practice and the Early Years Foundation Stage. Children's progress is shared with them verbally and through daily diaries and detailed learning journals.

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It is not yet outstanding because

 The opportunities for babies to independently explore the play environment and be challenged by taking age-appropriate risks are not always fully maximised.

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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 as appropriate during observations and checked organisational documents, such as, training certificates, risk assessments and the safeguarding policy.

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Inspection activities

 The inspector discussed the progress children have made with the childminder to assess her knowledge of their learning and development.

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Inspection activities

 The inspector viewed children's enrolment records, learning files and checked documents, such as registers and accident forms.

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Inspection activities

 The inspector checked the childminder's Disclosure and Barring Service check and the suitability of other adults living in the home.  The inspector viewed the areas of the premises and garden used for childminding.  The inspector took account of the views of parents, as recorded in correspondence.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and two children aged seven and two years in a house in the Prenton area of Wirral. The whole of the ground floor with the exception of a lounge and a section of the rear garden, is used for childminding. The childminder attends a local toddler groups and visits the shops and park on a regular basis. She collects children from the local schools and pre- schools. There are currently eight children on roll, six of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7.45am to 5.45pm, Monday to Friday, except bank holidays and family holidays. The childminder holds a childcare qualification at level 3 and is a member of the Professional Association for Childcare and Early Years.

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

 enhance even further, the opportunities for babies to independently explore and take age-appropriate risks so that they have even more opportunities to investigate the play environment.

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who attend

The childminder provides a caring, friendly and stimulating learning environment. She has a good knowledge and understanding of how to promote the learning and development of young children. The childminder makes effective use of observations, a detailed All about me form and discussions with parents to identify children's starting points. Effective ongoing assessment based on regular observations enables her to clearly identify the next steps in children's learning. Effective teaching during children's spontaneous play ensures that young children are eager to learn and are positively engaged. In addition, the childminder plans activities and days out around specific themes to ignite children's interests in a wide range of topics. The childminder and parents exchange daily verbal feedback about children's care routines and aspects of their ongoing development and interests, which is supplemented with a daily written diary. Children's learning journals are

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who attend

shared periodically with parents and the childminder is fully aware of the requirement to complete the progress check for children aged between two and three years. Consequently, parents are supported to help their children to continue to learn at home.

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who attend

The childminder promotes children's communication and language skills very well by listening to them and intervening sensitively. She encourages recall, for example, children remember the nature walk they took and enjoy looking again at the items they collected, such as conkers and pine cones. They look through photograph albums and recall the activities they have participated in and enjoy naming the children who are not present. Two-year-old children make very good progress in speaking as a result and confidently make their needs known. For example, they say, 'I need to get past, so I can go and buy some food'. Children learn about mathematics as the childminder uses everyday discussion to teach mathematical concepts. For example, she asks children to estimate how many grapes they will need at snack time and how many plates they will need for everyone. Children learn to count as they sing and dance to number rhymes and numbers are

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who attend

displayed around the playroom. As a result, children make good, age-appropriate progress in mathematics. Children's progress in the prime areas is underpinned effectively by the childminder's encouragement to develop independence. Babies learn to feed themselves with a spoon, younger children use tools to manipulate play dough and older children are given time to master putting on their own shoes. Consequently, children are being well prepared for the next stage in their learning, such as starting school.

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who attend

The childminder makes good use of seasonal celebrations such as autumn and Diwali to plan interesting experiences, including food tasting and creative activities. She has a range of stories and resources to promote children's understanding of the similarities and differences between people in the wider community and encourages children to notice the features of the local environment. Children express excitement when listening to and feeling the rain as it falls, or the prospect of looking for the spider's web on the gate. Children are adept at using simple information and communication technology, such as microphones and cause and effect toys. Consequently, children make good progress in the area of understanding the world.

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

Children are happy and secure in the childminder's care because she is warm and friendly and responds to their needs. When visitors arrive she introduces them and understands they may be initially wary. As a result, children feel secure knowing the childminder is close at hand for support and are soon comfortable in the presence of visitors. When babies show signs of being tired, she cuddles them, reading a quiet story before they go down for a nap. The childminder is particularly good at managing young children's moods and behaviour, appropriate to their age and stage of development. For example, she speaks calmly and offers simple solutions to minor frustrations, so children are cooperative and well behaved. As a result, they happily complete tasks, such as tidying up the toys before lunch. The childminder teaches children to understand safety and how to play safely when she gently reminds them to wait by the gate, before setting off on the school

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

run, or to watch they do not bump their heads as they play under the table.

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

To a large extent, children choose what they want to do and the childminder follows their interests and plans around their choices, providing a good balance of adult-led and child- led learning. The playroom is homely, bright and comfortable with a wide range of resources to promote imaginary play as well as plenty of books and puzzles and items to aid their early communication and writing skills. The childminder regularly takes children to activities at the nearby children's centre were they offer creative activities and access to a sensory room. This helps children to develop the social skills they need to be part of a larger group. As a result, they are beginning to learn the skills that they will need later on, when they start school. Outdoor play in the garden and visits to the local park offer children a wide range of physically challenging play equipment. These activities allow young children to take age-appropriate risks so they are challenged in their play. However,

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

babies have less opportunities than older children to take age-appropriate risks and investigate the variety of resources available, as they spend less time on the floor crawling about, exploring. Children enjoy healthy meals and snacks, which are freshly prepared and take into account their individual dietary requirements. The childminder also encourages older children to help make their own snacks. As a result, children are beginning to develop their knowledge of healthy lifestyles.

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

The childminder encourages settling-in visits should she have new children and spends time talking to parents about their child's needs and development, their likes and dislikes and how they like to be comforted. Consequently, the childminder has a good understanding of each child's unique needs and they settle quickly. Although currently, there are no children ready to move on to other settings, such as school, the childminder has a clear understanding of how to support children emotionally, to prepare them to move on.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements. She has attended training in safeguarding and first aid. As a result, she is familiar with potential signs and symptoms of abuse and neglect and knows how to take concerns further if necessary. Also, she has the knowledge and skills necessary to deal with any minor accidents that occur in her care. The childminder's safeguarding policy and procedure are comprehensive and are shared with parents when they enrol their child. The childminder visually checks the premises prior to children arriving to ensure that there are no hazards present and keeps appropriate records of any medication administered or accidents that occur. Consequently, children are safe in the childminder's care.

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provision

The childminder has put in place good quality learning experiences for children through her effective monitoring and delivery of the learning and development requirements. This ensures that children receive a broad range of experiences to help them progress towards the early learning goals. Effective relationships with parents ensure that information is shared and parents are supported in continuing their children's learning at home. All children make good progress and the childminder's monitoring of children's progress is effective. The childminder is aware of how to support children if they do not progress as expected, by adapting planned activities and seeking support from outside agencies as necessary.

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provision

The childminder has completed a self-evaluation of her practice, she has a clear understanding of her strengths and a desire to continually improve. Being relatively new to childminding, she is continually adapting her practice to ensure she meets children's needs. She is currently researching the best format for the progress check for children aged between two and three years, which she will soon share with parents. Parents' comment very positively on their children's care and education, saying that 'her communication about my child's development is brilliant'. The childminder visits local playgroups and takes children to a variety of sessions at a nearby children's centre. This allows her to meet with local childminders and other early years professionals to share good practice. Developing these partnerships ensures that, if required, the childminder is able to seek extra support for children who may need it and also signpost parents to

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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 EY469529 Local authority Wirral Inspection number 966413 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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