Childminder in Halton

Website: www.ofsted.gov.uk This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated. Inspection report for early years provision

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Unique reference number EY380480 Inspection date 16/03/2009 Inspector Chris Scully

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Type of setting Childminder This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration whichever is the later, which require Ofsted or the provider to take action in Annex C.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder was registered in 2008. She lives with her husband and three children aged four, eight and 12 years in Widnes, close to local schools, shops and transport links. The childminder co-minds with her husband and an assistant. The whole of the ground floor is used for childminding purposes along with the two bedrooms to the left of the landing and bathroom on the first floor.

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Description of the childminding

The childminder is registered to care for a maximum of five children under eight years at anyone time, of whom no more than three are in the early years age range. She is currently minding three children in this age group. The childminder also offers care to three children aged over five years to 11 years. This provision is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register

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Description of the childminding

The childminder is able to take and collect children from local schools. The childminder has a NVQ at level 3 in childcare early years development and education. She is a member of the National Childminding Association and receives support from the local authority.

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Overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory. Partnerships with parents and others contribute well to the care provided. Children's learning is appropriately supported by the childminder although the children are making steady progress, there are some gaps in the observation process and some areas of learning. Most required regulatory records are in place though there are some omissions within the risk assessments and seeking of some consents from parents. All children are fully included in all of the activities provided and are developing an understanding of the needs of others. Systems for self-evaluation are in their infancy and demonstrate the childminder's commitment to continuous improvement.

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further?

To further improve the early years provision the registered person should:

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further?

 ensure risk assessments cover all areas within the home or outings and anything with which a child may come into contact with such as pets  Develop the systems for observing and assessing children's learning to ensure they cover all areas of learning and enable children to make as much progress as possible given their starting points.  increase the opportunites for children to explore and investigate everyday technology.

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further?

To fully meet the specific requirements of the EYFS, the registered person must:

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further?

 ensure all required consents are in place, including 30/03/2009 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 written consent for the seeking of any emergency medical advice or treatment and develop the systems for recording any complaints.

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provision

Clear systems are in place for safeguarding children's welfare and well-being. The childminder is knowledgeable about the potential signs of abuse or neglect and the action to take, thus children are protected from harm. Risk assessment contribute to children's safety within the home, although some areas, such as the front garden and family pets have not been included. The childminder has a sound understanding of how to keep children safe away from the home, but as yet has not devised specific risk assessments for the various places she visits. Children's safety is enhanced when away from the setting as children wear high visibility vests and the childminder ensures appropriate reins are available for younger children to use. The childminder minimises the risk of cross infection to children by effectively implementing the sick child policy and ensuring she and the children wash their hands at appropriate times, for example, after touching pets. Children

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provision

are keen to explain that they need to wash their hands to remove all the germs.

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provision

Most required documentation is in place and contributes appropriately to the organisation of the setting. However, parental consents is not in place for all children, which includes permission for the seeking of any emergency first aid. This hinders the childminder's ability to provide suitable care. Procedures for addressing any concerns a parent may have are suitable, however, the childminder has not instigated a system for the recording of these. The childminder has recently begun the process of self-evaluation and demonstrates a commitment to their ongoing improvement of the provision, with some areas for development, such as resources identified for action. Information sourced from training events and courses, such as numeracy and literacy are used well to inform and enhance her practice.

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provision

Partnerships with parents and other professionals are flourishing. The childminder has developed good links with local schools and uses information sourced from teachers to enhance children's learning. For example, providing opportunities for children to practise putting on their coat and shoes, thus fostering their independences and physical skills. Children have some opportunities to learn about their local community as they make use of local places of interest, such as libraries and parks. Children develop an understanding of sharing and taking turns, effectively supported by gentle reminders by the childminder. Children are generally well behaved and respond appropriately to the childminder's request as she talks calmly and clearly to the children and values their opinions. Children are keen to tell visitors that they are superstars.

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The quality and standards of the early years provision

children are happy and settled in the childminder's care. This is due to the positive relationships the childminder builds with them. The childminder has a sound This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 understanding of the EYFS and as a result children are making steady progress across the six areas of learning. Activates are planned well around children's interests at the time, such as trains, and allow children to extend their knowledge around a favourite subject. Observations are undertaken on a regular basis, but are not always dated nor identify all of the learning that has take place across the six areas. Thus, hindering children's progress. The next steps in children's learning is identified from the observations and are used to inform future activities, such as providing opportunities for children to record things in different ways.

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The quality and standards of the early years provision

Daily routines are planned to meet children's individual needs and provide opportunities for quiet and active times during the day. Daily excursions to toddler groups, shops parks and soft play centres enhance the learning opportunities provided to children, for example, as they socialise with friends, or use large slides and other apparatus in play centres to test and extend their physical skills. Opportunities to eat out at café's and picnics in the park enhance children's enjoyment and learning about healthy eating. Children are encouraged to purchase fresh fruit with the childminder each week and to try new tastes to enhance their understanding of healthy eating. The childminder uses these excursions effectively to enhance children's language skills as she discuss the names of the fruit they purchase and carefully sounds out the name to help children to answer the questions, for example, pine..a..pple. Thus promoting children's understanding of

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The quality and standards of the early years provision

sounds, letters and phonics. Children have opportunities to recognise letters in the environment, however, these are situated above children's head height making it difficult for them to make links in their learning.

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The quality and standards of the early years provision

Children's counting skills are progressing appropriately as they attempt to count dinosaurs and use their fingers to make links to the number they are talking about. They use mathematical language well to describe what they can see, for example, telling visitors that they have drawn a whale on the floor and it is a big fish, effectively making comparisons with the smaller fish they previously drew. Children learn to care for others as they paint bird feeders and tell visitors about how they are to hang them in the garden and that the birds like to eat bird food. Children demonstrate increasing control and dexterity as they fasten their coats and construct the train track, discussing how the need to modify their design so all the parts fit and to put the bridge into place. Babies are appropriately included in the activities provided and have their individual needs met in practice. Discussions with parents means the childminder has a secure understanding of their daily routines

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The quality and standards of the early years provision

and comforters which enable her to provide suitable care.

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The quality and standards of the early years provision

Children's creativity is fostered appropriately as children are able to engage in a wide ranger of creative experiences, such as 'goop,' and chalking pictures outdoors. Children develop an understanding of texture and colour through creative experiences and confidently tell visitors about their favourite colour and link this to a treasured item. They notice differences and similarities in the environment and make comparisons between their own possessions and their siblings. Children have some understanding of using everyday technology as they explore exhibits in museums and art galleries, however, there are few opportunities to do this within the childminder's home.

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The quality and standards of the early years provision

Children develop an understanding of how to keep themselves safe through This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 discussions with the childminder and by practicing fire drills and how to cross the road safely. They learn about the wider world through planned activities and events such as Chinese New Year and by discussing how others around the world celebrate Christmas. Hence, children develop positive attitudes and respect for others. Healthy nutritious meals effectively meet children individual needs and support their ongoing development. Children confidently help themselves to fresh drinking water in order to keep themselves refreshed and develop positive attitudes to being fit and healthy. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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of children in the Early Years Foundation Stage?

How well does the provision promote inclusive practice? 3 The capacity of the provision to maintain continuous improvement.

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Foundation Stage led and managed?

How effective is the setting’s self-evaluation, including the steps taken to promote improvement? How well does the setting work in partnership with parents and others? How well are children safeguarded? 3

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Years Foundation Stage promoted?

How well are children helped to stay safe? 3 How well are children helped to be healthy? 3 How well are children helped to enjoy and achieve? 3 How well are children helped to make a positive contribution? How well are children helped develop skills that will contribute to their future economic well-being?

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Years Foundation Stage promoted?

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Not Met (with actions)

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Not Met (with actions)

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Annex B: the Childcare Register

The registered provider does not meet the requirements of the compulsory and or voluntary part/s of the Childcare Register.

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Annex B: the Childcare Register

To comply with the requirements of the compulsory part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 take action as specified in the early years section of the report. 30/03/2009

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Annex B: the Childcare Register

To comply with the requirements of the voluntary part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 take action as specified in the early years section of the report. 30/03/2009 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex C: complaint/s made to Ofsted

This section of the report includes details of any complaint/s made to Ofsted when:  we took action for the provider to meet the requirements of the Early Years Register; or  we asked the provider to take action in order to meet the requirements of the Early Years Register; or  the provider had already taken any necessary action to meet the requirements of the Early Years Register.

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Annex C: complaint/s made to Ofsted

We will not report on any complaint where the provider met the requirements of the Early Years Register or did not require any action by Ofsted or the registered provider.

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Detail of the complaint/s

There have been no complaints made to Ofsted since the last inspection.

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Detail of the complaint/s

The provider is required to keep a record of complaints made by parents, which they can see on request. The complaints record may contain complaints other than those made to Ofsted.

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