Childminder in Liverpool

Inspection date

Previous inspection date 27/11/2014 12/10/2011

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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's teaching is good. She uses a wide range of ways to make learning fun. Children's interests are incorporated into activities and their next steps in learning are well planned for and provide good levels of challenge.  The childminder has good relationships with parents. They are very well informed about their children's progress and make a positive contribution to assessments, which inform the planning of activities to help children's development.  The childminder demonstrates a good understanding of the safeguarding and welfare requirements and is aware of the procedures to follow should she have concerns about the safety of a child. This ensures that children are kept safe and protected from harm.  Children visit local groups and parks, which effectively supports and extends their social skills and physical development.

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It is not yet outstanding because

 The childminder does not help children to be fully aware of all the resources that are available, or consider how these are organised, to maximise their opportunities to make independent choices in their play.  Partnerships with other providers children attend have not been fully strengthened, to ensure ongoing information is consistently shared about children and to complement the support and learning that takes place in both settings.

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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 viewed all areas of the premises used for childminding.

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Inspection activities

 The inspector observed interactions between the childminder and children during play.

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Inspection activities

 The inspector viewed and discussed with the childminder a sample of organisational documentation, including policies and procedures.

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Inspection activities

 The inspector spoke with children and looked at their development records and assessments.

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Inspection activities

 The inspector checked evidence of the suitability of the childminder and adults in the household and looked at the childminder's self-evaluation document.

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Information about the setting

The childminder was registered in 1997 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 the Mossley Hill area of Liverpool, Merseyside. The whole ground floor of the childminder's home is used for childminding purposes. There is an enclosed garden available for outside play. There are six children on roll, of whom three are in the early years age range and attend for a variety of sessions. The childminder operates all year round, from 7.30am to 5.45pm, Monday to Thursday, except for family holidays and the week between Christmas and New Year. The childminder holds an appropriate childcare qualification at level 3. She receives support from the local authority.

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

 review the organisation of toys and resources to enhance opportunities for children to make more choices from the full range available, for example, by making use of photographs and written labels on the storage boxes

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

 strengthen the sharing of information with other providers so that information about children's learning is exchanged regularly.

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who attend

The childminder has a good understanding of the Early Years Foundation Stage and the areas of learning. She uses her well-developed knowledge and experience to engage children's interests and recognises children learn through play. As a result, all children make good progress. The childminder establishes children's starting points in their development by liaising closely with parents. This provides her with details of children's current capabilities, enabling her to plan for children's learning from the start. The childminder regularly observes children and tracks their progress, in order to identify any gaps in their learning. She effectively plans daily learning opportunities, which are tailored to individual children and their different stages of development. The childminder's teaching has a positive effect on children's next steps in learning, while offering them many opportunities for free-choice activities and to initiate their own ideas. For example,

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who attend

children play with a garage, the childminder builds on this by introducing different cars and trucks. As a result, children's imaginations are extended and their creative skills are developed. The childminder also completes the required progress check for children aged between two and three years, which she shares with parents. She communicates with parents daily, providing verbal feedback about their children's learning and achievements. Furthermore, parents are invited to contribute to children's learning journals, which allow the childminder to incorporate children's home experiences into her planning and to celebrate their home achievements. When children also attend another setting, the childminder initially provides the new key person with a summary of their learning and development progress.

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who attend

The childminder encourages children's language development and communication skills very well, by initiating lots of conversations with them. As they play, she describes what they are doing using a wide range of vocabulary to teach children the names of colours and objects. Children respond very well and they talk together, further enhancing their language skills. For example, when children cut paper, the childminder describes their actions and discusses the shapes they are making. This effective teaching also allows the childminder to introduce mathematical concepts in a fun way. Children have access to musical instruments, such as tambourines and shakers and enjoy listening to music. As a result, children learn to listen and dance, expressing themselves in movement to music and rhyme.

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who attend

The childminder encourages children to persist with challenging activities, helping to boost their confidence and self-esteem. For example, when they visit the local park, children play on a range of equipment, climbing and balancing, also helping to develop their good physical skills. In addition, the childminder takes children to local toddler groups, providing further opportunities for them to develop their social skills. Consequently, children enjoy their time in the childminder's care and the good range of activities offered supports them to develop the key skills needed to prepare them for their next stage in learning.

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

Children are very happy and have good relationships with the childminder. She works very well with parents to support their children's well-being. This is because the childminder skilfully communicates with parents during their initial visits. She gathers information from them to determine what children like playing with and seeks information relating to their individual needs and care routines. The childminder offers flexible settling-in sessions, enabling children to settle in gradually. As a result, children feel a strong sense of security and belonging, which helps them make the move from home to the childminder's home with ease. The childminder is a very good role model, ensuring that children develop appropriate social skills by demonstrating good manners. Children behave well because she provides a consistently positive approach, frequently praising them. For example, she praises the children when they say please and thank you without being prompted.

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

Children develop an awareness of themselves and others as the childminder engages them in discussions about the diversity of people around them. She provides children with a range of books and resources that reflect different cultures and races and positively represent people with disabilities. Consequently, children are learning to value the similarities and differences between people in the wider community.

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

The childminder provides a stimulating learning environment, which promotes children's learning in all areas of learning. However, some resources are not stored effectively to make them easily accessible to children. In addition, the lack of labelling on some storage means that children are not always able to independently identify and select resources for themselves. Despite this, children play happily with the range of toys that are readily accessible.

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

Children participate in regular fire drills, which help them to understand how to keep themselves safe in an emergency. Furthermore, the childminder gives children the opportunity to assess their own risks as they skilfully use a plastic knife to cut up small pieces of banana during snack time. As a result, children are becoming responsible and capable, young learners and are developing the skills and emotional security they need to become ready for school. Children have plenty of opportunities to be physical and have access to a range of activities outdoors. The childminder helps children become aware of how to keep themselves healthy through physical activity. For example, she suggests children put their hands on their chest as she explains where their heart is and why it beats fast when they move about. Children have access to drinking water throughout the day and have a selection of healthy foods during snack time and mealtimes, such as

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

bananas, pears and vegetables. Children are aware of hygiene routines, as the childminder reminds them of the importance of washing their hands after going to the toilet and before eating meals or snacks. As a result, children are learning the habits that contribute to a healthy lifestyle.

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provision

The childminder has a good understanding of her responsibilities to meet the safeguarding and welfare requirements. She has an accurate understanding of what to do in the event of any safeguarding concerns about a child. She has completed all relevant training, such as safeguarding and first aid. The childminder ensures her home is safe for children by undertaking a daily risk assessment, which enables her to minimise any potential risks to the children. The childminder supervises children closely and uses appropriate safety equipment to minimize potential hazards. For example, safety gates are in place to prevent children leaving the playroom. As a result, the childminder thoroughly safeguards the children in her care and their safety is assured.

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provision

The childminder has a good understanding of the learning and development requirements. She creates learning journey records, with an overview of children's experiences, to share with parents. Assessments are accurate and the childminder reviews them regularly to ensure there is a broad programme of activities. This enables the childminder to highlight any possible gaps in children's learning and plan appropriate interventions to support each child. The childminder monitors her practice through effective self-evaluation, which accurately identifies what she does well and what she wants to improve. For example, the childminder has identified children's interests in digging and planting flowers outdoors. As a result, she has applied for a plot at the local allotment. In addition, she demonstrates a strong commitment to driving improvement as she has effectively met the recommendation raised at her last inspection. Her future plans also include attending

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provision

additional training to strengthen the quality of her observation, planning and assessment process even further. This demonstrates a good capacity for continuous improvement. The childminder has good relationships with parents. They are encouraged to provide feedback about her practice, verbally and through questionnaires. This demonstrates that the childminder and parents work effectively together to meet the needs of the individual children. She also works in partnership with other local childcare providers to share good practice and keep up-to-date with developments. The childminder works in partnership with other settings that children attend in order to ensure that important information about children's learning and development is shared. However, this information is not regularly shared with other providers. As a result, there is more to do to strengthen communication links with some partners. The childminder understands the importance of

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provision

working in partnership with healthcare professionals, should children require additional support, in order to ensure their care and learning is coordinated.

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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 322331 Local authority Liverpool Inspection number 868774 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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