Childminder in Wirral

Inspection date

Previous inspection date 21/11/2014 20/06/2012

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early years provision

This inspection: 2 Previous inspection: 3 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 has a good understanding of how children learn and develop and the quality of teaching is good. Children are making good progress to prepare them for their next steps in learning or a move to school.  Children are happy and confident at the setting as they have secure and caring relationships with the childminder.  Children are well protected from harm as the childminder has implemented robust policies and procedures to ensure that she and her assistant are able to identify signs of abuse and confidently follow the appropriate reporting procedures.  Children's progress is rigorously monitored by the childminder and her arrangements for sharing information with parents are effective. Consequently, she is able to secure interventions for children where required.

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It is not yet outstanding because

 The childminder has not fully developed the variety of methods used to support young toddlers' early communication skills during activities. Consequently, opportunities to develop children's communication and language skills are not maximised.  The childminder does not always provide opportunities for younger children to make independent choices during daily routines. As a result, opportunities for children to develop their self-care skills are not maximised.

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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 and care routines and conducted a joint observation with the childminder.  The inspector took a tour of the areas used for childminding.

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Inspection activities

 The inspector spoke with the childminder at appropriate times during the inspection and reviewed her self-evaluation form, as well as a sample of her qualifications, including paediatric first aid.

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Inspection activities

 The inspector reviewed evidence of the suitability of the childminder and her assistant to work with children.

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Inspection activities

 The inspector sampled children's information and learning records, as well as some policies and procedures.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and five children in a house in Pensby. Her husband works part-time with the childminder as an assistant. The whole of the ground floor and the rear garden are used for childminding. The family has a dog, a hamster and two giant snails as pets. The childminder attends a toddler group and activities at the local children's centre. She collects children from the local schools and pre-schools. There are currently four children on roll, of whom three are in the early years age group and attend for a variety of sessions. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years and receives support from the local authority.

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

 enhance the variety of communication strategies used to extend young children's communication skills, for example, by providing pictures or props for them to point to

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

 provide even more opportunities for young children to make independent choices, for example, by offering them a choice of fruit for their snack.

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who attend

The childminder has a good understanding of how children learn and develop and the quality of teaching is good. Children enjoy the variety of resources and activities, which they are offered. For example, they go on outings to the zoo and laugh as they imitate the noises, which they can hear. They learn about the wider world and diversity as they use a range of resources, which promote positive images of different ethnicities and abilities. Children confidently follow the actions of familiar songs or rhymes and engage in imaginative play with the childminder using a train set. Children develop their social and turn taking skills as they interact with larger groups during play sessions at the local children's centre. The childminder sensitively interacts with children during their play, allowing them first to test their own ideas and then providing support if required. She provides children with praise and encouragement during activities or milestones, for

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who attend

example, as they learn to walk. As a result, children are motivated and keen to learn.

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who attend

Children are very well supported by the childminder as she provides a varied and exciting curriculum. The childminder has a strong focus on ensuring children make good progress in the prime areas of development to support their overall development in other areas. For example, she engages with children at their level to role model words, support their early walking or demonstrate turn taking. She plans for individual children's learning and provides activities, which challenge them to extend their skills further, effectively supporting their progress. The childminder uses picture cards to label boxes of resources, which helps very young children to choose what they would like to play with or indicate their preferences. However, she has not fully developed the variety of methods used to support young toddlers' early communication skills during activities. This means that opportunities to develop children's communication and language skills are not maximised.

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who attend

However, as the childminder is very attentive to children, the impact of this is minimal. Therefore, all children are making good progress and developing the skills and dispositions, which they need to prepare them for their next steps in learning or a move to school.

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who attend

The childminder uses information from parents to create an initial assessment of children's existing skills when they first begin attending her setting. She completes accurate and meaningful observations of children's learning to inform her ongoing assessments of their progress. As the childminder has a very good understanding of how children learn, she demonstrates high expectations of all children by planning exciting activities to promote their individual learning. Her arrangements to conduct the progress check for children aged between two and three years are comprehensive. She is able to share these accurate assessments of children's progress with parents. In addition, the childminder uses verbal updates and a communication book to keep parents informed of their children's activities and learning. Parents also have frequent access and input into their children's learning records to promote a consistent approach between home and the childminder's setting.

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

Children are happy and confident at the setting as they have secure and caring relationships with the childminder. This is because she has implemented an effective settling-in procedure to help children get to know her setting at their own pace. The childminder is the sole key person for all children as her assistant is only present for a short period of time each day. She builds strong relationships with parents to share information about children's preferences, routines and requirements. This enables her to meet their needs effectively when they begin attending her setting and as a result, their emotional well-being is effectively fostered. Where children attend other settings, the childminder is proactive in making contact with the other providers to ensure she has a full picture of children's development and skills to provide effective support. Consequently, children receive very good support to help prepare them emotionally for their next steps in

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

learning or the eventual move to school.

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

Children have a good understanding of how to keep themselves healthy and safe. This is because hygiene practices are well embedded, even for younger children, who are supported to wipe their hands after having their nappies changed to prevent cross- contamination. The childminder is attuned to children's needs and adapts her daily routines to suit their individual requirements. This supports children's health and emotional well-being. The childminder ensures that children receive a varied and healthy diet by providing fresh fruit or vegetables with every meal. She provides consistent and effective messages to children about their own safety and supports them to take safe risks through her curriculum. For example, by using large climbing apparatus at the local park or zoo. The childminder conducts regular fire drills to help children understand her emergency evacuation procedures. She uses effective strategies to support children's understanding

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

of boundaries and behaviour. The childminder adapts these according to the understanding of each child to ensure they receive good support in managing their behaviour in a positive way. She is a good role model for children, which further supports their understanding of rules and boundaries.

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

The childminder's setting is welcoming and provides ample opportunities for children to follow their own interests. For example, children can move between rooms for rest and play or select from a broad range of resources accessible at their own height. Younger children select resources independently using the pictures with which the childminder labels each box. Older children are supported to undertake self-care routines independently as far as possible. For example, the childminder provides a step, so that children can reach the toilet seat themselves and different coloured towels for them to dry their hands on after washing them. However, the childminder does not maximise opportunities for younger children to make independent choices. For example, she does not offer them a selection of fruit or vegetables to choose from for their snack. As a result, younger children do not have as many opportunities as older children to develop their self-

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provision

Children are well protected from harm as the childminder has implemented robust safeguarding policies and procedures. She has undertaken recent safeguarding training and has also provided training for her assistant to ensure that they can both identify signs of abuse and confidently follow the appropriate reporting procedures. This shows that she is aware of her responsibility to ensure that her assistant is well informed and follows good practice. The childminder has had the appropriate vetting checks conducted for herself and her assistant to evidence their suitability to work with children. Equally, she and her assistant both hold current paediatric first-aid certificates to enable them to respond appropriately in the event of an emergency. The childminder completes regular risk assessments of her home and for outings to enable her to identify and minimise any hazards. Consequently, children are very well protected from harm.

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provision

The childminder has a very good understanding of the learning and development requirements of the Early Years Foundation Stage. Children's progress is rigorously monitored by the childminder and this enables her to ensure they are receiving an exciting and varied curriculum, which promotes their learning in all areas. The childminder's arrangements for sharing information with parents are effective and children are well supported by a consistent approach between their home and the childminding setting. Parents comment that they are delighted with the progress their children are making and the variety of exciting activities, which the childminder provides. As the childminder is also pro-active in contacting other professionals where necessary, she obtains the full picture of children's development. Consequently, she is able to identify areas where children's development is more or less than expected and therefore, can secure interventions for

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provision

The childminder reflects on her own practice frequently. She has recently undertaken a relevant level 3 qualification to enhance her knowledge and improve the quality of her practice further. The childminder demonstrates an accurate understanding of areas of the provision, which she would like to improve and has targeted plans to achieve these improvements. She is very passionate about her setting and pro-actively seeks support from the local authority for further information and to discuss training opportunities. Consequently, the childminder demonstrates capacity to drive and maintain improvements to achieve even 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 EY440493 Local authority Wirral Inspection number 870607 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 4

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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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