Childminder in Wirral

Inspection date

Previous inspection date 12/11/2014 08/03/2012

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early years provision

This inspection: 3 Previous inspection: Met 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder engages well as she interacts with children. She praises them during activities and as a result they are developing the basic skills and dispositions they require for their next steps in learning.  The childminder has devised an appropriate settling-in procedure that supports children's emotional well-being and self-confidence. As a result, she develops warm and caring relationships with them.  The childminder understands the importance of working in partnership with parents and has appropriate systems in place to share information with parents about children's care and learning. As a result, children are supported by some continuity of approach.

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It is not yet good because

 The childminder's knowledge of the Local Safeguarding Children Board's procedures for reporting concerns about children's welfare is not secure. As a result, children are not fully protected from harm.  The childminder's systems for monitoring the educational programmes do not enable her to provide appropriate levels of challenge for babies to promote their learning.  The childminder does not make effective use of the indoor learning environment. Consequently, children's independence is not fully promoted and they are not always stimulated.

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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 playing and interacting with the childminder.

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Inspection activities

 The inspector spoke with the childminder at appropriate times during the inspection and took into account the views of parents recorded by the childminder.

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Inspection activities

 The inspector checked evidence of suitability of the childminder and other adults in the home and a sample of qualifications, including paediatric-first aid.

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Inspection activities

 The inspector reviewed samples of children's details and learning records and discussed self-evaluation.

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Inspection activities

 The inspector sampled policies and procedures and had a tour of the areas used for childminding.

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Information about the setting

The childminder was registered in 1990 on the Early Years Register and the compulsory and voluntary part of the Childcare Register. She lives with her adult son in the Wallasey area of Wirral. The whole ground floor and secure outdoor area are used for childminding. The childminder currently has seven children on roll, one of whom is in the early years age range. The childminder is able to pick children up and drop them off at local schools and nurseries. She receives support from the local authority and is a member of the Professional Association for Childcare and Early Years. She has two dogs as family pets.

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must:

 develop knowledge of the Local Safeguarding Children Board procedures for reporting about children's welfare, so that referrals can be made promptly where necessary

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must:

 develop the procedures for monitoring the educational programmes to ensure babies are receiving appropriate levels of challenge in their learning and development.

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

 improve the use of the indoor area to consistently stimulate children and promote their independence, for example by making resources more accessible to babies and young children.

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who attend

The childminder has a generally good understanding of how children learn and develop. However, the quality of teaching is variable, as she does not provide appropriate levels of challenge for babies to ensure they make consistent progress in their learning and development. This is because she does not monitor the progress of babies effectively. The childminder plans activities for older children, which develop their skills across the seven areas of learning. For example, children learn about mathematical concepts by weighing and measuring ingredients for baking. Their understanding of the local community is supported by trips out to local parks and babies move their whole bodies as they begin to connect movement and sound by shaking a rattle. The childminder promotes children's understanding of the world as they grow fruit and vegetables in her garden and eat them when they are fully grown. Children's imaginative play is well supported through small-

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who attend

world characters and role-play resources.

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who attend

The childminder does not always demonstrate high expectations to extend babies' learning. For example, she sometimes intervenes too quickly as babies try to move themselves around the room before they are able to walk. The childminder does not make a wide range of resources accessible to babies to they can make independent choices. As a result, their learning and development is not supported to the maximum potential. However, the childminder is playful as she interacts with children. She praises and encourages them during activities and daily routines, which provides them with some level of motivation to continue. Consequently, children are developing the basic skills and dispositions they require for their next steps in learning.

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who attend

The childminder has appropriate systems in place to track children's progress. She uses information from parents, in addition to her own observations, to form an accurate baseline assessment of children when they first start attending her setting. The childminder uses this information to plan activities, which extend children's interests and sometimes offer challenge to develop their skills further. The childminder has devised an appropriate process to complete ongoing assessments of children's progress, including the progress check for children between the ages of two and three years. As a result, parents are informed of their children's learning and this promotes some continuity of approach between the childminder's setting and home.

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

The childminder does not make maximum use of the indoors to create a highly stimulating learning environment. Resources are sometimes not easily accessible or attractively displayed for young children. Consequently, children's independence is not fully supported and they cannot always follow their interests independently. Children can access some resources, which are stored at their own level and the childminder ensures these are clean and appropriate for children attending her setting. The childminder has created a welcoming environment for children with areas for play, exercise and relaxation. She also displays children's work on the walls, which gives them a sense of pride and supports their self-esteem.

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

The childminder is flexible with daily routines to ensure she is able to meet the needs of children attending and this supports their feelings of security. The childminder uses routines as an opportunity to foster children's emotional well-being and promote healthy lifestyles. For example, children are well nourished with healthy meals and snacks and they have plenty of water to drink throughout the day. She follows home routines for rest and explains to babies why she is changing their nappy so they are secure with this. The childminder also helps children to develop an understanding of hygiene routines from an early age, as she talks to them while helping to clean their hands. Older children develop their independence through daily routines, such as using the toilet and washing their hands by themselves. The childminder provides some messages to children about keeping themselves safe. She has established rules for outings, which help older children to

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

understand how to keep themselves safe and manage risks, for example, by walking beside the childminder as they approach a busy road.

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

The childminder has warm and secure relationships with children. She has devised an appropriate settling-in procedure, which fosters children's emotional well-being effectively. Children are able to build relationships with the childminder quickly as she offers them a number of visits to her setting before they begin attending. Parents are also asked to attend some of these visits, so that the childminder can begin to build partnerships with them and keep them informed of her service. She asks parents for quality information about their child's likes, dislikes and their home routines. Children are well supported using this approach as the childminder gets to know them quickly and as a result, children feel happy and confident. She supports children with their understanding of her expectations and as a result, children learn to play together cooperatively and learn right from wrong. When children are ready to move on to school, the childminder builds relationships with

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

staff in order to talk to children about their teacher or new classroom. As a result, children receive appropriate support to become emotionally ready for their next steps in learning.

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provision

The childminder's knowledge of the Local Safeguarding Children Board's procedures for reporting concerns about children's welfare is not secure. However, her knowledge of the signs and symptoms of abuse is adequate. As a result, children are not fully protected from harm. The childminder has devised other systems to protect the children in her care. For example, she risk assesses her home and outings to identify and minimise hazards. She keeps accurate records of children's attendance and conducts fire drills to help children develop an understanding of what to do in the event of an emergency. The childminder also keeps her front door locked to prevent unauthorised access to her home and has had appropriate vetting checks conducted for adults living in her home.

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provision

The childminder's systems for monitoring the educational programmes are not effective, although she has begun to use new forms for tracking children's learning and progress. As a result, she has not identified that babies do not always receive appropriate levels of challenge to extend their learning and development. The childminder understands the importance of working in partnership with parents and has appropriate systems in place to share information with parents about children's care and learning. As a result, children are supported by some continuity of approach. The childminder also has systems in place to share information with other professionals, which enables her to seek interventions for children where required.

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provision

The childminder is committed to developing her provision. She is seeking further training, with particular regard to safeguarding, to improve her knowledge and the quality of her practice. Her self-evaluation is generally accurate and the childminder has given consideration to how she would like to address the areas she feels require development. For example, she has obtained books to use for tracking children's progress and records, and logs for recording accidents, fire drills and incidents. The childminder receives some support from the local authority and attends cluster meetings with other local childminders to share knowledge and ideas to enhance her practice. As a result, she demonstrates the capacity to improve her provision and work towards achieving better outcomes for children.

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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 306153 Local authority Wirral Inspection number 946375 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 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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