Childminder in Liverpool

Inspection date

Previous inspection date 06/11/2014 16/03/2009

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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 quality of teaching is good. The childminder has a detailed knowledge and understanding of the Early Years Foundation Stage and of how children learn. Her accurate record keeping and assessment procedures mean that children make good progress.  The childminder places a high priority on keeping all children safe from harm. Safeguarding procedures are robust and well embedded. As a result, all children are protected and effectively safeguarded.  Close, secure and nurturing relationships are evident between the children and the childminder, who works closely with parents and carers, sharing the care of the children. As a result, the children are happy, confident and become active learners.  Children enjoy their time at this setting. The childminder provides an environment where children are able to make choices about what they do, promoting their curiosity, exploratory skills and instincts.

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It is not yet outstanding because

 There are opportunities to further strengthen the depth of information sought from parents, when children begin at the setting to determine clearer starting points, by considering what children have already learned and can do from the onset.  There are some missed opportunities for children to further develop their already good early writing skills when they create their own pictures.

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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 activities in the main playrooms and outdoor area.

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Inspection activities

 The inspector spoke with the childminder, her assistant and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector undertook a joint observation with the childminder during the morning.

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Inspection activities

 The inspector looked at children's assessment records and the planning documentation, and a selection of policies and children's records.  The inspector took account of the provider's self-evaluation and improvement plan.

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Inspection activities

 The inspector checked evidence of the suitability and the qualifications of the childminder.

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Information about the setting

The childminder was registered in 1998 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder lives with her husband who is also her assistant and two adult children in a house in Norris Green, Liverpool. The whole of the ground floor is used for childminding and one bedroom upstairs. There is an enclosed garden for outdoor play. The childminder visits the local shops and toddler groups on a regular basis and collects children from the local schools and pre-schools. The provision operates Monday to Friday, from 8am until 6.30pm all year round, except bank holidays and family holidays. The childminder is registered for overnight care. There are seven children on roll in the early years age range. The childminder receives support from the local authority.

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

 strengthen the good information sought from parents on the 'All about me' form, to determine even clearer starting points about what children can already do in their learning and development when they begin at the setting

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

 enhance the opportunities for children to develop their already good early writing skills by, for example, encouraging children to attempt to write their own names on the pictures that they make.

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who attend

Children make good progress in their learning, given their starting points. The childminder seeks detailed information from parents on the All about me form, to determine their needs and interests as they begin at the setting. However, there is less information about what children can already do in their learning and development and therefore, there are opportunities to strengthen this to further complement her own initial observations about their starting points. The childminder observes children regularly and accurately records their achievements as they play. She makes clear links to the Early Years Foundation Stage and uses this information to plan activities and experiences that motivate children to learn. Her assessments are precise and fully determine the progress that children make towards the early learning goals. Their next steps in learning are clearly identified and the childminder supports these effectively as she makes purposeful enhancements to her

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who attend

setting. Furthermore, she records each child's next step onto her planning sheet so that she supports these throughout the week through a wide range of activities. As a result, children are ready for their next stages in learning and for their eventual move on to school.

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who attend

The quality of teaching is good because, the childminder is experienced and has a sound understanding of how children learn and develop. She has high expectations of herself, of her assistant and of the children in her care and plans a good range of experiences for them to take part in that motivate them to learn. The childminder communicates with the children extremely well. She uses meaningful conversation to engage with them and shows interest as she listens carefully to them as they play. She encourages the children to repeat new words, to develop their breadth of vocabulary and asks a good range of open-ended questions so that children begin to think creatively for themselves. Children listen to and respond to instructions well because the childminder skilfully talks activities through. For example, when children are playing with bubbles, she asks them to catch the bubbles in their baskets. The children look slightly puzzled to begin with however, the

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who attend

childminder explains this to them and further demonstrates what they have to do. Children then actively respond and have fun as they begin to try and catch the bubbles in their basket. This is further extended as children use one object to represent another and pretend that it is snowing as they throw the bubbles into the air. Children develop their early reading skills because the play environments are rich in print and the childminder provides a good range of books for them to observe. She reads to the children with enthusiasm and encourages them to talk about what they see as they read together. Children develop their early writing skills as they make marks in the glitter paint and when painting with water outdoors. However, there are some missed opportunities for children to develop their already good writing skills when they create their own pictures. This is because the childminder writes their name on for them, rather than encouraging the

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who attend

children to attempt to do this for themselves. Children have a good understanding of their world because the childminder uses a good range of effective strategies to teach them about this. They actively take part in singing and dance at their local toddler group and enjoy taking part in action songs.

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who attend

Partnerships with parents are good. The childminder communicates with them on a daily basis, to ensure that children are well-supported in their care and learning needs. She uses a good range of effective strategies to involve parents in their children's learning at every possible level. For example, daily diaries keep parents informed of their children's day, and the childminder encourages them to record their own notes from home. The childminder completes regular progress reports for all of the children in her care. This details the progress that they are making in all areas of their learning and the childminder encourages the parents to contribute to these. In addition, she asks parents to fill in a 'sharing information about your child' sheet at the same time, to share their children's learning experiences from home. As a result, the childminder demonstrates a clear commitment to ensuring that children have continuity in their learning and development

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who attend

and a shared approach to their learning is fully embraced.

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

The childminder knows the children, their interests and care needs well. Her environment is friendly and welcoming, which helps the children to settle in with ease. Children are relaxed and contented because they have developed strong bonds and deep emotional attachments with the childminder and her assistant. Children are reassured by her warm and caring manner. The childminder has a flexible settling-in process that enables the children to feel secure and form good attachments. This professional and individual approach is appreciated by the parents during this sensitive period. This means that firm and open relationships between the childminder and parents develop. The childminder has a good understanding of children's individual needs and care routines, which results in children feeling safe and emotionally secure in this home-from-home environment.

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

The childminder is very conscious of health and safety while with the children. Consistent routines mean that children effectively learn about self-care and personal hygiene. Children are beginning to understand the importance of good hygiene as they are reminded to wash and dry their hands carefully. Consequently, children remain safe and healthy. Children have many opportunities to develop self-help skills and to choose for themselves. For example, they decide which dolls to put in the pushchair, and try to put their own shoes and coats on before going outside to play. As a result, children become independent and confident. The childminder offers children healthy snacks and drinks throughout the day, for example, toast, fruit, pitta bread and crackers. She further encourages the development of the self-help skills in young children by encouraging them to feed themselves using cutlery at meal times. Consequently, children remain healthy and

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

become active learners. Young children let the childminder know when they become tired. They have their own comforters, and settle down quickly to sleep. As a result, children remain emotionally secure.

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

The childminder is consistent in her approach to positive behaviour management. She praises and encourages the children at all times. She uses facial gestures, verbal praise and clapping, supporting their social and emotional development well. She speaks calmly and firmly, gets down to their level and uses eye contact very effectively. For example, young children are reminded that it is not nice to take the toys off other children and much better to share and to take turns. As a result, children learn about acceptable boundaries and what is expected of them. Health and safety procedures are important to the childminder. The premises are clean, tidy and secure. She has robust written procedures and risk assessments in place, and checks the identity of adults who visit the home. This means that children are kept safe from harm. The childminder values the preparation needed to help move children into school. She supports them in this transition

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

by arranging visits to school, liaising with school staff, and by holding focused discussions with parents. As a result, the move into school is as seamless as possible.

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provision

The childminder has a good understanding of her role and responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She has attended a safeguarding training course and has a good understanding of what would alert her to any concerns about a child in her care. She is clear about recognising the signs and symptoms of abuse, and knows who to contact if she has a concern about a child or has a complaint made against herself or her assistant. This ensures that children are safeguarded while in her care. The childminder shows a high regard for the safety and well-being of the children in her care and good systems are in place to keep them safe. For example, her policies and procedures are well-written and are accurately reflected in practice by the childminder and her assistant. These are also shared with the parents so that they have a clear understanding of the procedures that they will follow when caring

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provision

for their children. Risk assessments are effectively in place for all areas of the setting and for outings, and steps are taken to effectively minimise any potential hazards. Daily checks of the equipment and resources ensure that children are welcomed into a safe and clean environment. The childminder implements good procedures to ensure children are kept safe from intruders. For example, she thoroughly checks visitors identification badges before she allows them entry to the setting. In addition, she implements a childminder visitors book to record all visits to the setting. As a result of all of this, children are effectively safeguarded.

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provision

The childminder is truly committed to her role and aspires to develop her own knowledge and skills, as she attends regular training events. She takes the information that she learns and effectively applies this, within her practice to enhance the quality of care and learning experiences that are offered to children. The childminder has a good understanding of how to promote children's learning through a broad range of experiences that inspire them to play and learn. This means that the quality of teaching is good. She accurately tracks children's progress through her detailed observations and assessments that clearly identify and support children's next steps. As a result, children make good progress in their learning. The childminder and her assistant are knowledgeable and work together very well. She monitors his practice effectively as they work together and are confident to discuss what they are doing well and what they need to improve. They

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provision

regularly discuss children's progress throughout the day and work together to make enhancements to their setting, and plan activities that will further challenge children to learn and develop. The childminder shows a clear determination and drive to further improve her setting and has successfully implemented the recommendations from her last inspection. She has developed the outdoor area to provide challenging opportunities to promote children's learning and development. Her regular and effective evaluations clearly identify her strengths and areas for improvement and she is proactive in seeking the views from parents. For example, parents and carers are welcomed to communicate their views in the daily diaries and in addition, a detailed questionnaire is sent out to parents each year. The childminder takes this information into account as she enhances the already good service that she provides.

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provision

Partnerships with parents and carers are good. They report that they feel extremely assured that their children are very happy with a childminder, who provides them with a great deal of support and reassurance. They feel welcome to discuss their children's care and learning needs at any time, and feel that the childminder works hard to provide a very good range of activities for them to take part in. Parents and carers are fully aware of the activities and experiences that their children will be involved in during their time at the setting. This is because the childminder provides them with detailed information on the Early Years Foundation Stage as their children begin at the setting. She keeps them well- informed of the themes that they will be following because, she records details of these in the daily diary books to encourage parents to support their children's learning at home. As a result, a shared approach to their learning is fully embraced and children benefit from

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provision

continuity in their care and learning. Partnerships with others are strong. The childminder has good links with the local schools and pre-schools and shares information on children's care and learning needs exceptionally well. The childminder is confident to seek advice and support from her early years team and works closely together with other professionals to fully support the children within her setting.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. 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 322310 Local authority Liverpool Inspection number 868772 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 7

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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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