Childminder in Wirral

Inspection date

Previous inspection date 11/11/2014 06/04/2009

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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 childminder and her assistant build close bonds with children and they effectively promote their learning and development through playful interactions and strong teaching.  Partnership working with parents and providers from other early years settings that children attend is strong. Consequently, relevant information is shared to ensure children's individual needs are met and they benefit from continuity in their care and learning.  Arrangements for safeguarding children are effective and clear policies and procedures are implemented well. The childminder and her assistant attend safeguarding training to refreshes their knowledge and understanding to ensure this is accurate and current.  The childminder is committed to the continual improvement of her provision. She pursues training to develop her knowledge and understanding of child development and reviews her practice to be able to more effectively support children's progress.

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It is not yet outstanding because

 The childminder does not always use opportunities to build on children's self-care skills by, for example, encouraging them to put on their own aprons before taking part in messy play activities.

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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 and spoke to the childminder, her assistant and children during activities both indoors and outside.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector looked at children's records of learning and the planning documentation.

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Inspection activities

 The inspector checked evidence of the suitability and qualifications of the childminder and her assistant, the self-evaluation form and a sample of policies and procedures.

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Inspection activities

 The inspector took account of the parents' written comments about the childminding provision.

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Information about the setting

The childminder was registered in 2005 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children in Meols, Wirral. The childminder works with an assistant. The whole of the ground floor and rear garden are used for childminding. The family has a pet lizard and a tortoise. She collects children from the local school. There are currently 16 children on roll, of whom eight are in the early years age range and they attend for a variety of sessions. The childminding provision operates all year round, from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder and the assistant hold appropriate early years qualifications at level 3.

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

 extend opportunities for developing children's self-care skills by, for example, encouraging them to put on their own aprons for messy play activities.

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who attend

The childminder and her assistant have a good understanding of the learning and development requirements of the Early Years Foundation Stage. They are enthusiastic and interact very well with the children. This contributes towards children being happy, motivated and engaged in their learning. Children's interests are followed as they express their ideas and confidently determine the direction of their play. For example, during the outdoor play, they talk about the weather and look for rainbows in the sky. As none can be seen, children suggest they paint their own. The childminder and assistant respond to this and prepare a painting activity. They are skilful in their questioning to promote children's language development and thinking processes. The childminder and assistant adapt their teaching techniques and resources to effectively support the different ages and stages of children involved in the activity. The older children are encouraged to mix paints

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who attend

and to describe the changes they are observing and the younger children use their hands to explore the paint. Children are offered many opportunities to learn through using their senses.

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who attend

Children learn to be confident communicators. The younger children use a combination of babble and words and older children talk as they play. They are eager to share their thoughts and ideas. The childminder has attended training to develop her teaching strategies to support children's communication and language. This knowledge is consistently used in practice by the childminder and her assistant to skilfully model language, such as talking clearly and repeating words that children have attempted to say for them to hear the correct pronunciation. Children's enjoyment of books is promoted well. The lively story telling session engages children's attention and the questioning encourages them to predict what is going to happen next. The childminder creates a literacy rich environment. Labels, signs, alphabet posters and children's names are displayed at eye level to support their understanding that writing carries a meaning. The

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who attend

childminder values outdoor learning and appreciates that for some children this is the preferred learning environment. Children of all ages show their excitement when they dress to play outdoors. The area offers space for children to be exuberant in their movements and resources to develop their physical skills. They spontaneously sing nursery rhymes as they play in the rock boat and call out 'again' to continue the activity. Children play a game of find the ducks. In this inclusive provision, all ages of children have the opportunity to participate to find the ducks hidden in the outdoor area and express their delight when they are found. The ducks are marked with numbers. The childminder and assistant's challenging questioning encourages children's mathematical development, such as naming numbers and understanding of addition. The organisation of the play resources and books results in children, from a young age, confidently making

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who attend

independent choices in their play. They confidently transfer play materials and move around the registered areas of the provision as their play ideas develop. For example, the younger children's pretend play is emerging and they put dolls and other role-play materials in the prams and push them in and out of the different rooms as they go on an imaginary journey. The childminder is confident in her risk assessment and her supervision, to allow children freedom of movement to support their developing creativity and critical thinking. This demonstrates how the childminder nurtures the characteristics of effective learning by giving children the opportunity to explore, investigate and work out how to do things for themselves. She uses a combination of child-initiated and adult-led activities to effectively support children's progress and to help them to acquire the skills, attitudes and dispositions, which they need to be ready for school.

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who attend

The childminder is knowledgeable about children's individual stages of learning and development. She considers partnership working with parents to be essential to help her to effectively meet children's individual needs and to support their learning. Partnership working is established during the settling-in period. During these visits, the childminder gathers information from parents about all areas of children's development and in partnership, they complete the initial assessment. The childminder compiles comprehensive, individual records of learning for children, which detail what they can do and their next steps for learning. She has a recording system to track children's progress. This system is used to identify any gaps in the child's learning and development and to prioritise the planning to effectively support their progress towards the early learning goals. Parents regularly review their child's record of learning and have ongoing

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who attend

opportunities to contribute their observation to the record. Two-way communications provide parents with information, which can be used as a guide to continue their children's development at home. The childminder undertakes developmental and assessment checks for the required progress check for children between the ages of two and three years. This helps to support young children's progress and to identify if there are any concerns, so that further support can be put in place if required.

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

The childminder provides a comfortable and welcoming environment, where children are very happy and clearly feel secure. The childminder and the assistant know the children very well, as a result they establish warm and positive relationships with them. This effectively fosters children's emotional well-being. Good settling-in procedures are tailored to each child's needs to help them to feel comfortable. This means that the move between home and the childminder's care is a positive experience. During these visits, prior to care starting, information is gathered from parents about their child to ensure all children's needs are known and effectively met.

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

The childminder and her assistant are positive role models for children's behaviour. As a result, children's behaviour is good. Children are consistently spoken to in a respectful and gentle manner. In this caring and secure environment, children develop their self- confidence and enjoy the social aspect of their play as they make friends. Children's self- esteem and sense of belonging is further enhanced through their creative and artwork being displayed. Children's own work is valued and they are very proud of their achievements. The childminder provides opportunities for children to play with larger groups through attending activities at the toddler groups and the library. Consequently, children are making relationships and further developing their social skills in preparation for later moves into pre-school, nursery or school. The childminder has a wide range of play materials and resources to offer age-appropriate opportunities to engage children in

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

learning. She changes the range of play materials set out to match children's interest and to offer greater challenges in their play. Children develop their awareness of how to manage their own safety. For example, the childminder asks children to help her to put some toys away, so they do not step on them and hurt themselves. The childminder and the assistant hold current paediatric first-aid qualifications, which means that they have the skills to protect children's health in emergency situations.

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

The childminder supports children's understanding of living a healthy lifestyle. Children are offered healthy food options, ensuring that fruit is incorporated into their daily diet. The childminder introduces children to different food tastes and food textures to extend their interest in healthy eating. Food is home cooked by the childminder to ensure she can monitor the nutritional content of their diet. Individual children's dietary requirements are catered for. The childminder has undertaken food-safety training to help prevent the risk of food contamination. From an early age, children learn about good hygiene procedures, for example, they know how to wash their hands at appropriate times. A foot stool is positioned in the toilet facilities, to assist younger children to reach the taps, to wash their hands independently. However, on occasion, the childminder misses opportunities to promote independence in their developing self-care skills. For example, she puts on the

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

children's aprons before messy play activities, instead of encouraging them to complete the task themselves. Routines and planned activities encourage children to enjoy being physically active. Children have good opportunities to enjoy exercise, develop their physical skills and play in the fresh air.

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provision

The childminder fully understands her responsibilities in meeting the safeguarding and welfare requirements and implements these well, to promote children's safety and well- being. The childminder and the assistant have undertaken refresher safeguarding training. They demonstrate a good understanding of the procedures to follow should they have any child protection concerns. This is supported by a written policy, which is shared with parents, to make them aware of their role and responsibility to protect children from harm. The childminder is fully aware of her responsibility to ensure her assistant is suitable and sufficiently competent for her role. This includes implementing an induction process to make sure the assistant is familiar with policies and procedures and monitoring the quality of her practice. The childminder ensures that the environment is safe and secure. She completes risk assessments on all areas children have access to and the

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provision

places that they visit. Therefore, she minimises any potential risks to children. The childminder maintains a high level of supervision of the children at all times. As a result, children are kept safe and their needs are met. Records are maintained as legally required for children's well-being.

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provision

The childminder has high aspirations for the children, the assistant and herself and this is reflected in her efforts for continual improvement. She values training to inform and improve her practice. Since the last inspection, the childminder has successfully completed an appropriate early years qualification at level 3. She provides opportunities for her assistant to continue her professional development. The childminder evaluates her provision well and this includes seeking the views of children and parents to identify strengths and setting targets for improvement. She has regular contact with local childminders to share ideas on good practice. The childminder has a good understanding of her responsibilities in meeting the learning and development requirements. She monitors her resources and planning processes and has addressed the recommendation from the last inspection regarding planning. This has resulted in amending the assessment

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provision

procedure to improve the quality of planning to more effectively support individual children's progress. Children are offered a broad and balanced range of enjoyable experiences, covering the seven areas of learning. Also as recommended, the childminder has increased the range of play resources and books, which reflect positive images of the diversity of society to help children to identify and respect people's differences.

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provision

Partnership working with parents and providers from other early years settings is well established and successful. The childminder regards this as being essential to promote continuity and progression in children's learning and development. She works closely with children's key persons at other settings to share information, in order to plan complementary learning experiences. Parents express their great satisfaction with the provision. In their written comments, they state that the childminder supports their children's learning and development very well and as a result, they are making good progress. Parents are well informed about the organisation of the provision. The childminder shares her written policies and procedures with parents and a wealth of information is on display.

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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 EY318539 Local authority Wirral Inspection number 856874 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 16

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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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