Childminder in Wirral

Inspection date

Previous inspection date 01/12/2014 22/06/2012

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early years provision

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

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This provision requires improvement

 The childminder has devised effective systems for working in partnership with parents to promote a consistent approach to children's learning. Consequently, children generally receive some appropriate support in their progress towards the early learning goals.  The childminder has devised an appropriate settling-in procedure. Consequently, she builds secure relationships with children, who are happy in her care.  The childminder provides children with sufficient support to develop their understanding of how to keep themselves safe. Consequently, children learn about boundaries and how to protect themselves.

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It is not yet good because

 The childminder does not fully understand her legal responsibilities to provide Ofsted with details of all adults living at her home. Consequently, she does not have enough regard to procedures that keep children safe from harm.  The childminder does not always ask effective questions or allow children enough opportunities to test their own ideas. As a result, children do not always receive appropriate support to develop their critical thinking skills.  Children are not fully supported in their understanding of how to keep themselves healthy. This is because the childminder does not always explain to them why it is important to follow hygiene routines or eat healthy foods.

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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 conducted a joint observation with the childminder, observed learning activities and sampled children's learning records.  The inspector took into account the views of parents recorded by the childminder.

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Inspection activities

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

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Inspection activities

 The inspector took a tour of the areas used for childminding and spoke with the childminder at appropriate times during the inspection.

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Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and three children in the Port Sunlight area of Wirral. The whole ground floor of the house and the rear garden are used for childminding. The family has a pet dog. The childminder attends a local toddler group. She collects children from the local schools and pre-schools. There are currently three children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 use more effective questioning and provide children with more opportunities to develop their own ideas during activities, in order to support their critical thinking skills

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

 reconsider the organisation of resources in the indoor environment to create a highly stimulating learning environment so that children can follow their own interests fully and independently

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

 develop further children's understanding of how to keep themselves healthy, for example, by talking to them about the importance of hygiene routines or healthy foods and exercise.

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who attend

The childminder does not always provide enough support for children to develop their critical thinking skills. She occasionally directs children's play, for example, by instructing them to arrange craft materials in a certain way or completing some parts of activities on their behalf. This means that children are not receiving consistent support to follow their own ideas and interests. The childminder does not always use effective questions to encourage children to think about what they can see or what is happening. Consequently, they occasionally lack motivation in their learning as their critical-thinking skills are not fully supported. However, the childminder has a generally good understanding of how children learn and develop, despite some inconsistencies in the quality of her practice. For example, during free play, the childminder is responsive to children's prompts as they hold objects up for her to name, in order to help them connect words with actions or toys.

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who attend

The childminder plans appropriate activities which help to develop individual children's skills and abilities in all areas of learning. She demonstrates a sound understanding of how to provide children with appropriate levels of challenge. For example, as she builds on children's existing skills to give them the confidence to try something new. Children are generally engaged as they interact with the childminder. For example, they learn about the wider world as they play with resources which reflect differing ethnicities or abilities and they go on outings in the local community. Children develop social skills as they attend local playgroups and build on their physical skills during soft-play sessions. As a result, children are supported in developing the basic skills and attitudes they require to prepare them for their next stage of learning.

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who attend

The childminder has devised effective systems for working in partnership with parents to promote a consistent approach to children's learning. When children first begin attending the setting, the childminder talks to parents about their children's likes and dislikes so that she can provide activities that they enjoy. This means she is able to summarise their development and track their progress from their starting points. She involves parents on a daily basis by sharing information about what children have been doing, using a daily diary. She also shares development summaries with parents frequently. The childminder has a secure understanding of the progress check for children aged between two and three years and considers how and when she will conduct this for each child on an individual basis. Consequently, parents are kept well informed about their children's progress. Where areas of children's development are less than expected, the childminder

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who attend

works in partnership with parents by sharing information and strategies to promote a consistent approach to their learning. Consequently, children receive appropriate support in their progress towards the early learning goals.

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

The childminder does not always make effective use of the indoor environment. For example, children can freely access some resources, which are appropriate for their use. However, the childminder stores many of the resources in a large toy chest. This means that they are not attractively displayed to engage children and not all resources are readily accessible to children to allow them to follow their own interests. Consequently, children sometimes become bored or frustrated as they search for favourite or familiar toys. However, the childminder has created a welcoming setting, which is clean and safe for children's use. She has devised an appropriate settling-in procedure, which fosters children's emotional well-being. The childminder asks parents for information about children's routines and preferences so that she can get to know them when they begin attending her setting. As a result, children demonstrate secure relationships with the

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

The childminder positively manages children's behaviour by providing them with praise to support their sense of self-esteem. She gives children clear messages about the boundaries and rules of her setting to promote their understanding of good behaviour. As a result, children demonstrate a developing understanding of boundaries and appropriate behaviour. The childminder is flexible in her routines to ensure that she can meet the needs of the children attending each day. For example, she asks children when they would like to have a snack or their lunch so that they can eat when they are hungry and their play is not interrupted by the daily routines. This means that the childminder provides appropriate support for children's physical well-being and their self-esteem.

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

Children are not fully supported in their understanding of how to keep themselves healthy. The childminder ensures they have regular exercise by using large apparatus and frequent outings in the local area. She also follows appropriate hygiene routines, which are well- embedded. For example, she helps children to wash their hands before eating a meal. The childminder provides healthy, home-cooked meals for children and snacks, such as fresh fruit and toast. However, she does not always explain to children why it is important to follow hygiene routines or make healthy choices. Consequently, they do not demonstrate a secure understanding of their own health. The childminder does, however, help children to learn about how to keep themselves safe by using clear messages about what might happen if, for example, they throw a toy or wobble on their chair. The childminder also provides children with opportunities to take safe risks in their play. As a result, children

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

demonstrate a secure understanding of their own safety.

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provision

The childminder does not fully understand her legal responsibilities to provide Ofsted with details of all adults living at her home. Consequently, she does not have enough regard to procedures that help to keep children safe from harm. She has committed an offence by failing to notify Ofsted of an adult living on her premises. As a result, she has not had an appropriate vetting check conducted to evidence their suitability. This is also a breach of the Childcare Register requirements. However, the impact on children's safety and welfare is reduced as other adults are generally not present on the premises when minded children are, and a separate vetting check has been completed, although this does not comply with requirements. The childminder does demonstrate an appropriate understanding of other child-protection procedures. Her knowledge of the signs and symptoms of abuse is sound and she is aware of the appropriate reporting procedures to

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provision

follow should she have concerns about a child. In addition, she risk assesses her home and the outdoor environment to ensure she is able to identify and minimise hazards, in order to keep children safe.

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provision

The childminder has a secure understanding of the learning and development requirements of the Early Years Foundation Stage. She has an appropriate awareness of how to monitor the curriculum to ensure that children receive experiences across the seven areas of learning. The childminder has developed effective systems for working in partnership with parents so that she has a balanced picture of children's progress and development. She monitors children's progress sufficiently enough that she can identify if there are any areas of their development in which their progress is less than expected. As a result, the childminder is able to secure interventions for children where appropriate. She understands the importance of working in partnership with external agencies and has devised appropriate systems to do so. The childminder has completed a self-evaluation form which identifies some relevant areas for improvement. Since her last inspection, she has developed the process for evaluating

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provision

her own provision and now has devised systems to include the views of parents and children. She has also developed the ways in which she conducts assessments of children's progress in order to track their development more securely. The childminder has links with other local childminders and runs the local playgroup. As a result, she is able to share practice and ideas with others to build on her own knowledge and skills and improve the quality of her provision further. The childminder aspires to improve and demonstrates a capacity to sustain this improvement.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 improve knowledge of the notifications that must be made to Ofsted, with specific regard to the details of any person aged 16 or over living on the premises, in order to ensure that appropriate vetting checks are conducted (compulsory part of the Childcare Register)  improve knowledge of the notifications that must be made to Ofsted, with specific regard to the details of any person aged 16 or over living on the premises, in order to ensure that appropriate vetting checks are conducted (voluntary part of the Childcare Register).

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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 EY306510 Local authority Wirral Inspection number 877917 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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