Childminder in Liverpool

Inspection date

Previous inspection date 14/11/2014 18/03/2009

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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 childminder provides a warm, welcoming and stimulating environment. Children form appropriate bonds with the childminder and their emotional security helps them to become increasingly more independent.  The childminder fosters good relationships with parents. A regular two-way flow of information ensures that children's needs are met, as activities are planned. This ensures that children make good progress in their learning and development.  The childminder has a good understanding of safeguarding requirements and therefore, ensures that children's well-being is promoted.  Children's progress is monitored from their starting points. Plans for activities are based upon their interests and ensure they are tailored to their unique needs. Therefore, children are making good progress.  The childminder has good systems in place to evaluate her practice and secure continuous improvements that will improve children's care and education.

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It is not yet outstanding because

 The childminder does not always use different teaching strategies, such as open-ended questions, to help children to think and further extend their learning.

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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 childminder's home.

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Inspection activities

 The childminder talked to the childminder and children at appropriate times throughout the day.  The inspector spoke to and took account of the views of parents.

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Inspection activities

 The inspector checked evidence of the suitability and the qualifications of the childminder and discussed self-evaluation. She sampled a range of documents, including children's files.

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Inspection activities

 The inspector discussed safeguarding with the childminder and her systems for assessing risks.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder lives with her husband, child and mother in Liverpool. The ground floor living rooms and toilet facilities on the first floor are used for childminding. There is access to an enclosed outdoor play area. The childminder collects children from the local schools. There are currently seven children on roll, of whom four are in the early years age group. Children attend for a variety of sessions. The childminder operates for 50 weeks of the year, from 7.30am to 6pm, Monday to Friday. The childminder is a member of the Professional Association for Children and Early Years and she has a qualification at level 3 in childcare, learning and development.

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

 enhance the use of a wider range of teaching strategies, for example, by using even more open-ended questions, to further extend children's learning and their critical thinking skills.

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who attend

The childminder promotes partnerships with parents. She gathers children's initial starting points from parents. Also she keeps parents involved in their children's learning. For example, the childminder writes detailed daily diaries and parents add information about children's activities at home. The childminder analyses the information from home, along with her own observations, to track children's progress and plan for their individual needs. She follows their interests and children display the characteristics of effective learning as they are actively involved and enjoy their time interacting with the childminder. For example, children lead the childminder to the trains as they ask in a non-verbal way for help to put the track and carriages together. The childminder models simple sentences and demonstrates how to assemble the track and trains. Children are excited when they can then do it for themselves. Children copy the childminder as she makes train engine

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who attend

noises. This interaction and encouragement from the childminder motivates children to find solutions and develops skills, which will help them move onto their next stage of learning. Older children acquire dispositions, which will get them ready for moving onto school. The childminder encourages children to work things out for themselves and is available for support when they need it. However, occasionally, the childminder asks questions that are not open-ended, so children have fewer opportunities to think critically and extend their learning. The childminder plans for all areas of learning and understands that plans can often go in different directions, based upon children's interests and concentration spans. For example, a recent activity with a toy caterpillar came to a halt when children lost interest. The childminder is sensitive to children's involvement in chosen activities and gives them time

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who attend

to finish what they are doing. For example, the childminder suggests it is time for a story, but does not pressurise children, who are intent on seeking out all the noisy resources instead. The childminder has a secure knowledge of how to promote the learning and development requirements and her quality of teaching is good. She knows how to develop non-verbal children's language through the use of short sentences of three or four words, so they can understand and attempt to copy words. The childminder knows how to develop their physical skills from an early age, for example, by supporting them up the stairs, rather than carrying them. She incorporates other areas of learning into everyday routines, for example, by counting the steps as they go upstairs. The childminder helps children to be independent by showing them how to wash their own hands from the bath taps, as they are more accessible than the sink. She promotes children's learning, has a

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who attend

calm approach and they feel comfortable to try new things, knowing she is close by if they need her.

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

Children have secure emotional attachments with the childminder as she has a very caring approach. Parents comment that she is 'like a friend' and that children do not want to leave when they arrive to collect them. The childminder works with parents to settle their children before their official start date. She establishes their child's starting points, needs and preferences. The childminder praises children's efforts, which develops their confidence and motivates them to try new experiences, as they feel supported. Children thoroughly enjoy being in her home. The childminder develops the children's ability to behave well by modelling techniques and helping them to understand how they must do what they are asked. She works with parents to help them to understand the importance of being good role models at home too. This approach supports children's social development and emotional well-being, so they are competent to move onto their next

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

The indoor environment is very clean, well kept and inviting, with a vast range of resources available for children to self-select. Children's physical skills and enjoyment of the outdoors are promoted in the childminder's garden each day. The childminder has a wide range of resources from sand and water play to wheeled toys and climbing equipment. She plans activities outside for children, who prefer to learn in this environment. The childminder has developed the outdoor space and children have plenty of space to move and negotiate on large equipment to stretch their physical skills. She is mindful of risks and encourages children to challenge themselves, while being available for support. A wooden playhouse encourages children to use their imagination and they enjoy role-playing families. A shed houses small world figures and materials, which children can use while outdoors. The childminder provides children with a wide range of experiences,

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

which develop their interests, so that when they move onto school, they are keen to explore and can keep themselves safe.

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

Children's self-help skills are promoted through encouragement to look after their own personal hygiene. Even the youngest children learn how to wash their hands well and can look at the poster to perfect their techniques. Activities about healthy eating and physical exercise help to support children's awareness of a good balanced diet and healthy lifestyle. The childminder's menu offers a variety of home-cooked food and she ensures that they receive a selection of fruit and vegetables at each mealtime. The childminder is aware of emerging legislation to provide information on allergens to parents. She discusses how she will implement this and teach children with allergies how to recognise allergens in their food. Consequently, children are learning how to keep themselves safe and healthy through exercise and diet.

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provision

The childminder is fully aware of how to safeguard children. She has attended training in safeguarding and first aid and has good policies and procedures in place to respond to any concerns about children's health and safety. She knows how to access professional partners for children or families, who may require additional support to ensure the ongoing well-being of children. The childminder has a well-documented range of policies in place and procedures to ensure she complies with her responsibilities for running a childcare business. Risk assessments ensure the environment and activities are suitably challenging, yet safe. All persons living in her home have been checked for suitability. The childminder carries out regular checks of her home for safety and cleanliness and she maintains child attendance registers, records of the administration of medicines and records of accidents to children. Therefore, children are fully supported by the childminder

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provision

and feel safe in her care to explore and learn from their surroundings.

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provision

The childminder understands her responsibilities in meeting the learning and development requirements. She liaises with parents to establish children's starting points and completes regular observations to track their progress. She also includes observations from parents' entries in daily diaries to evaluate all children's experiences. This ensures that there are no gaps in any areas of development. The childminder plans for children's next steps and includes the views of parents, to identify where she can give extra support. Where necessary, the childminder knows who to contact and how to get additional support from the children's centre or other professionals. As a result, children's individual needs are identified and appropriate interventions are sought to close any developmental gaps at the earliest opportunity.

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provision

The childminder's drive for improvement is demonstrated in her monthly reflections of practice. Entries show how she consults with parents, local coordinators and children to ensure any targets reflect the views of everyone involved in her practice. Since the last inspection, the childminder has considered the recommendations and made changes to planning, including the views of parents and promoting healthy diets. She has developed her skills through various courses on assessment and planning and speech and language, so she can offer the best interventions for children. The childminder has an action plan, which demonstrates how she can sustain improvements over time. For example, she plans to volunteer at the local primary school, to enhance her methods of teaching. This will enable her interactions with children to be more targeted, so their development can be even more rapid. The childminder keeps her knowledge up to date through

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provision

correspondence from the Professional Association for Children and Early Years. This keeps her abreast of best practice in meeting the provision's learning and development requirements of the Early Years Foundation Stage.

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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 EY377461 Local authority Liverpool Inspection number 858428 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 3 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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