Childminder EY104319

Inspection date

Previous inspection date 16 June 2016 12 January 2010

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder organises her home very well to provide children with a stimulating environment that allows them to make lots of personal choices in their play. Children are confident and eager to explore their world.  The childminder is an experienced childcare practitioner who has a good understanding of the early years foundation stage. Her teaching is good and she is adept at building on children's learning as opportunities naturally occur. For example, the childminder encourages children to count their sandcastles and use mathematical language to describe their differing sizes.  The childminder completes regular observations and assessments of children's learning and development. She uses these to monitor children's progress and identify any gaps in development.  The childminder is polite and a good role model to the children. She supports them to be happy, behave well and play nicely with each other. Older children demonstrate their

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This provision is good

emerging citizenship as they show genuine concern when younger children become upset. They offer their comforter to them to help them feel better.

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It is not yet outstanding because:

 The childminder's programme of professional development is not yet sharply focused on raising her own knowledge and skills and those of her assistant to an outstanding level.  The childminder does not make best use of her otherwise good partnerships with parents when she completes her initial assessment as children start or when she updates her ongoing summaries of children's progress.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 focus more precisely on developing a targeted programme of professional development that improves the already good teaching practice to deliver the highest quality provision and excellent outcomes for children  strengthen the ways parents are involved in the initial and regular assessments of children's progress, so that their opinions, experiences and insights can be used to provide an even more rounded view of the child.

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Inspection activities

 Prior to the inspection, the inspector viewed the information held by Ofsted and the childminder's last report. During the inspection, the inspector held several informal discussions exploring her understanding of the requirements of the early years foundation stage.  The inspector had a tour of the areas of the home and garden used for childminding purposes.  The inspector observed the quality of teaching during activities and daily routines. He assessed the impact this has on children's learning.  The inspector reviewed written feedback provided by parents and considered their views.  The inspector spoke with the childminder and the children at appropriate times during inspection. He looked at children's registration records and planning documentation. He also checked evidence of the qualifications and the suitability of the adults present or working in the home.  The inspector checked the arrangements for first-aid trained adults and their

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Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. The childminder is familiar with the potential indicators of abuse and the procedures she must follow to report any concerns about a child at risk. Adults caring for children have been suitably vetted and the childminder is currently liaising with Ofsted to update checks for those in the household who have recently reached the age of 16. The childminder keeps her home clean, tidy and well organised to promote children's good health and safety. She works closely with local networks and other childminders to keep herself up to date. The childminder shares training and new knowledge gained with her assistant. Self-evaluation is sound and includes the views of parents and children. Assessment and tracking systems are secure in helping the childminder to monitor children's progress.

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Quality of teaching, learning and assessment is good

The childminder is an experienced practitioner who incorporates learning, such as counting, into the child's chosen play. Children's language and vocabulary are expanded through discussions about what they can hear. For example, children identify a bird singing and the childminder introduces words, such as tweeting. When children notice an ant she encourages them to remember when they saw flying ants and how the seagulls swooped after them. She asks open-ended questions to help children talk about their holidays and sounds out the initial letter of the country to help them name it. This approach helps children to communicate in social situations and promotes early literacy as children develop connections between the sounds of letters. Babies' babbles are responded to enthusiastically and they are encouraged to explore equipment. The childminder places object of interest slightly out of reach, which motivates the babies to

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Personal development, behaviour and welfare are good

The childminder demonstrates a secure understanding of the steps to take to work with other settings and services to support children's unique needs. Effective partnerships with parents help children prepare for their move to school. Children feel relaxed in the childminder's home. Babies are gently soothed when they arrive and the childminder listens with interest to what older children have to tell her after their morning in nursery. Children enjoy fresh air daily and learn about healthy routines. The childminder supports children to be independent, use the toilet, wash their hands and keep themselves safe. They take care as they negotiate steps and help to tidy up willingly.

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Outcomes for children are good

Children make good progress in all aspects of their learning. They learn about different cultures and value diversity through seasonal events, books and other resources that widen the breadth of their understanding of diversity. Children are confident to try new things, explore their ideas and express their wishes. They display a positive attitude towards learning and new experiences. Children are well prepared for their next stage in learning and imminent move to school.

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Setting details

Unique reference number EY104319 Local authority Wirral Inspection number 855679 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 12 Number of children on roll 6

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Name of registered person

Date of previous inspection 12 January 2010

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Telephone number

The childminder was registered in 2001 and lives in Heswall, Wirral, Merseyside. She operates all year round, from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder occasionally works with an assistant. She holds a relevant qualification at level 3. The childminder provides funded early education for two-, three- and four-year-old children.

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Telephone number

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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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, safeguarding and child protection.

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Telephone number

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Telephone number

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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