Childminder in Knowsley

Inspection date

Previous inspection date 30/10/2014 06/07/2011

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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

 Children are happy and demonstrate a strong sense of belonging and emotional well- being because positive relationships are established with both the childminder and her assistant.  The childminder has a secure knowledge of how children learn. Consequently, she uses good teaching strategies which ensure children remain motivated and interested in the range of play experiences provided.  Educational programmes cover the seven areas of learning and take into account children's interests and abilities. As a result, children make good progress in their learning.  The childminder is secure in her knowledge and understanding of safeguarding matters and has effective procedures in place to keep children safe.

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It is not yet outstanding because

 Highly successful strategies with parents are not fully maximised to ensure that detailed information is consistently shared about children's development across all areas.  Existing links with other early years providers, when the care of children is shared, are not fully developed in order to precisely identify children's abilities and help them make the best progress possible.

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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 and her assistant in the lounge and living room.

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Inspection activities

 The inspector spoke with the childminder, her assistant and with children at appropriate opportunities.

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Inspection activities

 The inspector looked at children's learning files, observation, assessment and planning records and parents' written comments.

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Inspection activities

 The inspector checked the evidence of the suitability of the childminder, her assistant and other adults living in the home.

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Inspection activities

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

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Inspection activities

 The inspector conducted a joint observation with the childminder during an adult-led activity.

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Information about the setting

The childminder was registered in 2002 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and two adult children in Halewood, Knowsley. The childminder's partner also works as her assistant on a full-time basis. The whole of the ground floor and the bathroom on the first floor are used for childminding. There is a fully enclosed garden for outside play. The family have a pet dog. The childminder attends local parent and toddler groups. She either walks or uses a range of public transport to visit local shops, parks and areas of interest on a regular basis. The childminder or assistant walks to drop off and collect children from the local schools and nurseries. There are currently eight children on roll, seven of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and

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

 extend information sharing with parents, to include precise detail about the ongoing progress children make across all areas of development, to complement children's learning at home

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

 strengthen ways to regularly share information with other providers involved in children's care, such as assessment records and planning, so that children's learning is better supported between settings.

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who attend

The quality of teaching is good. This is because the childminder understands her role in providing positive and meaningful interactions within a stimulating environment, in order to promote children's learning and development. She works closely with parents to identify what children already know and can do when they first start. This information helps the childminder to effectively support children's individual care and learning needs. She understands the importance in watching children closely in order to build up a picture of their skills, abilities and unique learning styles. She then uses this information to plan challenging and stimulating play experiences, which help each child to make good progress based on their initial starting points. She uses observations with photographs of children's engagement in activities to evidence their learning. Furthermore, she has clear systems in place to complete the progress check for children between the ages of two and

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who attend

three years and shares these, alongside individual learning files with parents. The childminder understands the importance of working in partnership with parents as she uses text messages and daily discussions to help kept them informed of their children's day. However, she does not yet ensure that all parents are fully aware how their children are progressing within the typical range of development expected for their age, across all areas of learning, to complement learning at home.

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who attend

Children take part in many fun and developmentally appropriate activities, which help them make good progress in their all-round development. This is because the childminder knows them very well, understands how they learn and provides meaningful experiences that she knows they will enjoy. She provides children with an extensive range of adult-led and child-initiated play experiences. Creative activities such as cooking, painting and drawing, help children to explore a wide range of media and materials through sensory play experiences. Older children show high levels of concentration and motivation as they talk about their bodies, as they transform a portrait of themselves into a robot. Furthermore, the childminder instigates a good range of adult-led activities which help to raise children's understanding and awareness of other cultures. Children make good progress in mathematics. The childminder helps them to count and uses mathematical

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who attend

language such as, 'who is the tallest' as they draw around each other, comparing sizes. The childminder has added additional resources such as, calculators and tills to the shop, which, as well as enhancing their imaginative play, provides opportunities for children to see and use numbers during their play. Children effectively learn about their local community during regular trips out to the shops and other areas of interest. For example, older children eagerly talk about various aspects about the train journeys they frequently undertake. Furthermore, the childminder encourages children to talk about past and present experiences in their lives and the lives of others. Consequently, children develop a good understanding of the world and people around them.

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who attend

Language and communication skills are developing well because the childminder and her assistant use various teaching strategies to effectively promote this area of development. They model language during playful and positive interactions to consolidate and enhance children's understanding of language development. She supports the youngest children as she names objects and provides a commentary of what she is doing as she plays alongside them. Children are developing an interest in books and early reading skills. They sit up close on the settee or in the cosy book area and share stories together. The childminder and her assistant know the children very well and empower their interests in current music as they sing along to their favourite songs using electronic hand-held devices. Children play extremely well together and they develop well in their personal, social and emotional development. For example, they sit comfortably together, as they

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who attend

take turns and discuss each other's achievements as they play electronic games. Furthermore, the assistant promotes collaborative play as he joins in with discussions as they use developmentally appropriate and stimulating technology. This helps children to develop the skills that prepare them for their next steps in learning or move to school.

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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 childminding provision as they form good relationships with each other, the childminder and her assistant. Flexible settling-in arrangements promotes the smooth move from home into the childminding provision. The childminder gathers a range of information about each child which helps children settle when they first start. She is aware of their individual comforters and these are used at specific periods to complement care routines carried out at home. This enables the youngest children to feel emotionally secure. The childminder knows her children very well as she talks to them about recent events and experiences which they have carried out with parents and during their time in the childminding provision. She makes effective use of photographic images displayed on the wall as children show enjoyment as they point to images of themselves and each other. Furthermore, she helps children learn about

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

different emotions through listening to pertinent stories. As a result, children demonstrate a strong sense of belonging and emotional well-being, which helps prepare them very well for their move on to nursery and school.

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

Children learn to keep themselves safe because the childminder makes good use of opportunities to talk about various aspects of safety. For example, she reminds children how to hold the cutlery when taking it to others. Older children learn about road safety as they walk to and from school and use public transport on a regular basis. Children enjoy being active and use a range of resources to support their physical skills. For example, regular trips to local parks provide opportunities where they create dens and use various play apparatus. The childminder and her assistant are good role models and are consistent in their praise and recognition for positive behaviour. As a result, children demonstrate polite, courteous behaviour as they routinely say 'thank you' during routines and play experiences. The childminder values each child as an individual and she recognises the contributions they make during their interactions and participation in routines.

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

Consequently, children's self-esteem and self-confidence is developing very well. They are confident to initiate their own play and request additional resources if required. All children interact well together, instigating their own choice of play when they wish, alongside playing and interacting together. As a result, children are caring towards each other and behave well.

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

Children develop good levels of independence and self-help skills routinely during the day. For example, children access their drink tumblers when thirsty. The presentation and organisation of the main playroom, promotes children's accessibility to a good range of stimulating and developmentally appropriate resources. Children develop a sense of responsibility as they are gently reminded to tidy away resources before carrying out another activity. Children's good health and well-being is effectively promoted through daily routines and a commitment to healthy living. The childminder provides a wide range of home-cooked food, alongside healthy and balanced refreshments for snack. For example, children enjoy a range of fresh fruit, poppadums and humus which sustains their appetite and energy levels, until lunch time. Children learn about healthy lifestyles as the childminder and her assistant talk about food provided. This means that children learn

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

about various aspects towards keeping themselves healthy.

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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 childminding provision as they form good relationships with each other, the childminder and her assistant. Flexible settling-in arrangements promotes the smooth move from home into the childminding provision. The childminder gathers a range of information about each child which helps children settle when they first start. She is aware of their individual comforters and these are used at specific periods to complement care routines carried out at home. This enables the youngest children to feel emotionally secure. The childminder knows her children very well as she talks to them about recent events and experiences which they have carried out with parents and during their time in the childminding provision. She makes effective use of photographic images displayed on the wall as children show enjoyment as they point to images of themselves and each other. Furthermore, she helps children learn about

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

different emotions through listening to pertinent stories. As a result, children demonstrate a strong sense of belonging and emotional well-being, which helps prepare them very well for their move on to nursery and school.

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

Children learn to keep themselves safe because the childminder makes good use of opportunities to talk about various aspects of safety. For example, she reminds children how to hold the cutlery when taking it to others. Older children learn about road safety as they walk to and from school and use public transport on a regular basis. Children enjoy being active and use a range of resources to support their physical skills. For example, regular trips to local parks provide opportunities where they create dens and use various play apparatus. The childminder and her assistant are good role models and are consistent in their praise and recognition for positive behaviour. As a result, children demonstrate polite, courteous behaviour as they routinely say 'thank you' during routines and play experiences. The childminder values each child as an individual and she recognises the contributions they make during their interactions and participation in routines.

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

Consequently, children's self-esteem and self-confidence is developing very well. They are confident to initiate their own play and request additional resources if required. All children interact well together, instigating their own choice of play when they wish, alongside playing and interacting together. As a result, children are caring towards each other and behave well.

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

Children develop good levels of independence and self-help skills routinely during the day. For example, children access their drink tumblers when thirsty. The presentation and organisation of the main playroom, promotes children's accessibility to a good range of stimulating and developmentally appropriate resources. Children develop a sense of responsibility as they are gently reminded to tidy away resources before carrying out another activity. Children's good health and well-being is effectively promoted through daily routines and a commitment to healthy living. The childminder provides a wide range of home-cooked food, alongside healthy and balanced refreshments for snack. For example, children enjoy a range of fresh fruit, poppadums and humus which sustains their appetite and energy levels, until lunch time. Children learn about healthy lifestyles as the childminder and her assistant talk about food provided. This means that children learn

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

about various aspects towards keeping themselves healthy.

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provision

The childminder fully understands her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. Consequently, this enables her to effectively promote children's safety and well-being. She follows clear procedures and maintains accurate records to keep children safe. This includes daily safety checks of her home and regular reviews of the general risk assessments. Furthermore, she has ensured the suitability of her assistant is verified and has obtained an enhanced Disclosure and Barring Service check through Ofsted. The childminder and her assistant have attended safeguarding training. Consequently, they demonstrate a good level of understanding of local safeguarding and child protection procedures. They follow a clear written safeguarding policy and accompanying flowcharts, which reflects the procedures of the Local Safeguarding Children Board. The childminder and her assistant both hold a valid

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provision

first-aid certificate and have appropriate procedures in place for the safe administration of medication if required. As a result, she has effective arrangements in place to promote children's good health and safety as necessary.

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provision

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She has maintained links with the local authority through attendance on training as relevant and she ensures that her assistant undertakes training as required. The childminder is reflective and continues to develop her childminding provision, for instance acting on recommendations from the last inspection. For example, at the end of each day, the childminder and her assistant discuss and share daily experiences and then consider future developments to enhance their ongoing practice. She has a good knowledge of children's individual interests and abilities and reflects on this information to ensure they remain motivated in their learning and make progress towards the Early Learning Goals. She regularly evaluates resources used in order to ensure these remain developmentally appropriate and are effectively presented to

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provision

provoke stimulation for all children. Consequently, the childminder strives to provide children with good quality experiences and effectively evaluates on practice to ensure children make good progress.

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provision

Positive relationships with parents are promoted. This is because they are regularly kept informed about their children's experiences through verbal discussions and the exchange of information through text messages and phone calls. Written comments from parents are very complimentary about the service provided. Parents are made aware of the childminder's good range of policies as these are discussed during settling-in procedures. The childminder demonstrates her commitment towards working in close partnership with other providers where children also attend. As children move, she forwards some information, such as her role as a childminder. However, information sharing with others is not yet highly effective so that there is a shared knowledge about all aspects of children's emerging skills and abilities.

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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 EY104369 Local authority Knowsley Inspection number 872433 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 8

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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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