Childminder in Wirral

Inspection date

Previous inspection date 08/12/2014 25/01/2011

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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 provides children with a wide variety of stimulating resources and activities in the environment. Consequently, children are engaged, motivated to learn and make good progress.  The childminder ensures that parents are kept well informed about their children's well- being. As a result, appropriate information is shared and children care needs are effectively met.  Children settle well and enjoy their time in the childminder's care. Children feel safe and build strong attachments, which promotes their emotional well-being and confidence.  Arrangements for safeguarding children are effective and clear policies and procedures are implemented well. The childminder regularly refreshes her knowledge and understanding to ensure these are accurate and current.

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It is not yet outstanding because

 There are fewer natural resources that can be used imaginatively and creatively available to promote younger children's exploratory play and sensory experiences even further.  On occasions, the childminder misses opportunities to extend children's learning further through skilful questioning. This means children's critical thinking skills are not always fully promoted.

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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 the childminder engage in a range of activities and routines with the children.  The inspector sampled children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and the qualifications of the childminder and looked at a selection of policies and procedures, including safeguarding, risk assessments and self-evaluation.  The inspector carried out a joint observation with the childminder.

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Inspection activities

 The inspector spoke to the children and took account of the views of parents by reading a number of comments and notes given to the childminder.  The inspector carried out a tour of the premises.

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Information about the setting

The childminder was registered in 1993 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives and works with her husband who is registered as her assistant in Bebbington, Wirral. The whole of the ground floor and the bathroom on the first floor are used for childminding. The childminder visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. The childminder operates all year round from 7am to 6pm, Monday to Friday except bank holidays and family holidays. There are currently five children on roll within the early years age group. 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:

 enhance further the already stimulating environment by adding more natural, resources to further extend younger children's exploratory play and sensory experiences

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

 extend the use of a wider range of teaching strategies, for example, by using skilful questioning to help children think critically and share their knowledge.

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who attend

The quality of teaching is good because the childminder is experienced and has a thorough understanding of how children learn and develop. Children make progress in their learning, given their starting points. The childminder seeks detailed information from parents on entry, to determine children's needs and interests as they begin at the setting. Together, with this information and from observations made by the childminder an initial assessment form is completed and shared with the parents. This ensures that assessments are accurate and parents are involved in their child's learning from the start. The childminder continues to observe children regularly and records their achievements as they play. She makes clear links to the Early Years Foundation Stage, and uses this information to plan activities and experiences that motivate children to learn. Therefore, children make good progress towards the early learning goals. The childminder

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who attend

communicates with the children well, and uses a variety of teaching strategies that are age and developmentally appropriate. For example, during a craft activity she provides clear instructions, demonstrates and speaks clearly to support their listening and understanding skills. However, on occasions the childminder misses opportunities to extend children's learning further. For example, during a discussion about ladybirds, the childminder did not encourage the children to talk about where we might find ladybirds living, or about the colours on their bodies. This means that children critical thinking skills are not always fully promoted.

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who attend

The childminder provides children with a good range of resources and plans a wide range of activities that ignites children's interests and motivates them to learn. Resources are stored within reach, so that children can self-select activities and initiate play during the session. This promotes their independence and encourages self-confidence. However, there is scope to enhance children's sensory experiences further and extend their exploratory play, by providing additional collections of natural materials for babies and younger children. Nevertheless, educational programmes are well balanced and cover the areas of learning and children are active learners. Children learn about basic mathematics during everyday routines, as they count the snowmen during a story. Children develop their early reading skills, because the play environments are rich in print and the childminder provides a good range of books for them to observe. She reads to the children

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who attend

with enthusiasm and encourages them to talk about what they see as they read together. Children develop their early writing skills as they are encouraged to write their names on their art work. The childminder effectively promotes children's good progress across all areas of learning, and children are gaining the skills attitudes and dispositions they need for their future learning and their eventual move to school.

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who attend

Partnerships with parents and carers are good. The childminder communicates with them on a daily basis to ensure that children are well-supported in their care and learning needs. She uses a good range of strategies to involve parents in their children's learning at every possible level. For example, daily diaries keep parents informed about their children's day, and the childminder encourages parents to share any developmental milestones with her that may have taken place at the weekend. The childminder is fully aware of the requirement to complete the progress check which is carried out between the age of two and three and to share with the parents. Furthermore, she completes a summary of each child's development on a regular basis, and ensures that this is shared with the parents including the initial assessment sheet when they first start at the setting. As a result, the childminder demonstrates a clear commitment to ensuring that children

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who attend

have continuity in their learning and development and a shared approach to their learning is fully embraced.

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

Children are very happy and settle extremely well with the childminder, because she takes time to get to know them and their families. The childminder has discussions with parents regarding children's individual care needs prior to starting. She records all required information and gathers appropriate written consents from parents. Individual routines and preferences are known and catered for, such as, medical or dietary needs, and the childminder has a personal knowledge of each child she cares for. This helps children to make a comfortable and smooth move from home into the childminder's care. It also ensures that children build secure attachments with her, which supports their emotional security and helps to build their confidence. Consequently, children form very strong attachments with the childminder, which in turn support their emotional well-being. Children behave well because they receive positive praise and encouragement. As a result,

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

children are secure and develop the emotional skills they need for the next phase in their learning.

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

Children are fully supported to follow good hygiene routines from an early age because they are gently reminded and supported to wash their hands independently after going to the toilet and before eating. The childminder actively encourages them to manage their own self-care, as she offers lots of encouragement and praise. She reinforces this as, every time they use the toilet successfully, she rewards them and celebrates with them. As a result, children make good progress in personal, social and emotional development. The childminder uses mealtime as an opportunity to talk to them about the benefits of eating well. This encourages them to make their own healthy choices. The childminder ensures children get regular fresh air and exercise; she makes being outside, such as, going for a walk or a visit to the park, a part of her daily routine. The childminder successfully supports children in learning about managing risks, for example, she talks to them about

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

potential hazards, such as crossing the road. Therefore, children's understanding of keeping themselves healthy and safe is effectively promoted.

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

Children play and explore in a clean and well maintained environment. The childminder regularly checks the toys for any hazards or dangers to the children which allows them to take risks in a safe environment. Resources are age appropriate and promote positive images of diversity which support children to learn about diversity in the world around them. As a result, children learn to be confident and independent within their environment as they prepare for the next stage in their learning.

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provision

The childminder demonstrates a good knowledge of the safeguarding and welfare requirements, and is very committed to keeping children safe and promoting their welfare at all times. She works with her husband, who is her assistant, and there are clear procedures in place for reporting concerns about children, or adults. The childminder has recently attended safeguarding training and is aware of appropriate contacts for further advice and support should she be concerned over a child's welfare. The premises are kept secure at all times. The childminder conducts daily checks of the premises and equipment to ensure the environment is safe and suitable for children. Written risk assessments are in place for the premises and places children visit. The childminder uses them to minimise hazards to children and they are reviewed regularly. A register of children's attendance, including when they arrive and leave, is in place. This shows that ratios are maintained.

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provision

The childminder and her assistant both hold a current first-aid certificate, which means they can give appropriate treatment if there is an accident to a child. This ensures that children are kept safe whist in her care.

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provision

The childminder undertakes accurate self-evaluation of her practice and is able to identify areas of weakness which she feels need development. The childminder has a positive attitude towards continuous improvement and has addressed previous recommendations that were set at her last inspection. For example, the childminder has acted upon and improved her systems for monitoring children's play and learning opportunities through more detailed observations and assessments. As a result, the childminder has a better understanding of their capabilities and next steps in learning. She oversees the work of her assistant and regularly reflects upon her own and her assistants' approach to teaching. As a result, she has the capacity to improve this already good provision.

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provision

A range of policies that support her work are in place and these are updated and shared with parents frequently. A daily communication book keeps parents up to date with their child's routines whilst they are in the care of the childminder. The childminder seeks feedback from parents and carers regarding the care she provides. They speak very positively about the childminder, commenting on the care provided and how happy they are with the service provided. The childminder works effectively in partnership with other early years providers to ensure a consistent approach, so that children make progress in their learning. She is confident about working with external agencies in order to obtain effective, well-targeted support for children. Therefore, children make good progress in their learning and development.

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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 306333 Local authority Wirral Inspection number 867658 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 5

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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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