Childminder in Cheshire West and Chester

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

p.1

Unique reference number EY232384 Inspection date 30/06/2009 Inspector Suzette Butcher

p.1

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

p.1

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.

p.2

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).

p.2

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

p.2

Description of the childminding

The childminder was registered in 2003. She lives in Whitby, Ellesmere Port with her husband and four children aged 12, 10, eight and eight-months-old. Most of the ground floor of the childminder's house and one bedroom on the first floor is used for childminding. There is a fully enclosed garden for outdoor play activities. The family have a cat.

p.3

Description of the childminding

The childminder is registered to care for a maximum of four children under eight years at any one time, of whom, not more than two may be in the early years age group. She is also registered to provide overnight care for no more than one child under eight years. The provision is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register. The childminder currently has six children on roll, of whom, two children are in the Early Years Foundation Stage (EYFS). The childminder provides respite care for families in need. Children are taken and collected from a local school and nursery and taken to toddler groups and outings in the local area. The childminder is chairperson of the Ellesmere Port Childminder Network and a member of the National Childminding Association (NCMA). She has level 3 National Vocational Qualification in childcare and achieved a level 3 NCMA Quality First quality assurance in 2007.

p.3

Overall effectiveness of the early years provision

Overall the quality of the provision is outstanding. The childminder is very professional and aspires to maintain the highest possible standards of care and education. Children's welfare needs are rigorously safeguarded. The childminder's highly stimulating and challenging environment enables children to develop independent, active learning as they have fun. Children make excellent progress within their individual learning journey, which is imaginatively shared through excellent partnerships with parents and other providers within the EYFS. Children are valued as unique individuals and a strong inclusive ethos threads through all aspects of the setting.

p.3

further?

To further improve the high quality early years provision the registered person should consider:

p.3

further?

 build on current good practice by further developing observation and assessment records to share with parents, carers and other agencies.

p.3

provision

The childminder is highly committed towards providing the very best quality of care and education for children. Her energy, enthusiasm and strong principled educational vision help her to achieve exceptionally high standards. She is highly This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 motivated to continue her own professional development and is working towards an early years degree qualification. The childminder is keen to share best practice with other practitioners and in regional and national networking. She is the chairperson of the local childminder's network where she supports colleagues and works collaboratively with other practitioners. She rigorously researches issues to find the best possible solution and reflects critically on her practice. Key areas for improvement are identified in her self-evaluation document and a clear action plan for the future prioritises areas for improvement. The childminder's exemplary

p.3

provision

organisation is focused on the needs of individual children and creates a very friendly family environment where children are at the heart of everything that happens. Children's welfare needs are consistently and rigorously safeguarded through comprehensive documentation and effective procedures. Robust risk assessments are recorded and reviewed on a regular basis to fully protect children.

p.4

provision

Diversity is actively promoted and different languages and cultures are valued and reflected in children's play and learning. This creates a fully inclusive environment where every child is valued highly as a unique individual. The childminder works in close partnership with appropriate support agencies to provide early intervention and overcome barriers for children and families in need and children with learning difficulties. Parents' opinions are highly valued and they all praise the childminder in written comments, such as 'she is extremely flexible', 'astounding', 'fantastic' and 'a true professional'. A wealth of different communication systems create a very effective two-way flow of information and involve parents and carers in their child's continuous learning and development. Parents write that 'we have been invited into his life at her home at every move' and 'particularly appreciate seeing

p.4

provision

photos of him and reading about what he has liked and disliked'. Monthly planning documents outline planned activities. Daily diaries invite parents to contribute, and progress reviews are recorded and shared at significant milestones. Strong partnerships are established with parents and other providers within the EYFS to support children's individual needs and provide continuity of learning and care. For example, the childminder supports children's nursery experiences by continuing and extending activities in her home.

p.4

The quality and standards of the early years provision

Children develop a very strong sense of ownership and belonging in the setting where they enjoy warm, supportive relationships with the childminder. The excellent organisation of the home creates an exemplary enabling environment where children eagerly move freely between indoor and outdoor areas. Equipment is of a very high quality and is stored imaginatively to enable children to make choices about their own play and develop active learning. Play areas are organised to provide enticing, stimulating opportunities for children across the age ranges. Outdoors, children have fun making sounds with everyday items hung on the fence, make marks on the large blackboard or investigate different materials, such as compost or blowing bubbles. Inspiring displays throughout the home provide a wealth of information for parents and numerous visual references of letters, numbers or emotions for children. Many activities and resources support children's

p.4

The quality and standards of the early years provision

understanding of diversity and encourage them to learn to value different aspects of their own and other people's lives. Activities are adapted to include every child This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 with, for example, Makaton signage to enhance language and early communication in the inclusive setting. Young children rapidly develop independence in their self- help skills as they learn to manage their own personal care in the accessible toilet. An exemplary mix of planned, structured activities with time for free play, both in and out of the home, provides an excellent balance of adult-led and child-initiated opportunities. Opportunities to socialise, join in with group activities and explore different challenges are provided through visits to toddler groups, activity sessions and outings to places of interest. Children develop an excellent knowledge and

p.4

The quality and standards of the early years provision

understanding of the world around them as they explore the natural world on outings, grow their own plants or help to care for the birds and wildlife in the garden. The children's enthusiasm, along with the childminder's ability to extend their learning through challenging and exciting activities, allows them to develop good habits of independent and inquisitive learners.

p.5

The quality and standards of the early years provision

The childminder's excellent knowledge and understanding of the underlying principles of the EYFS creates a very firm foundation for children as they follow their individual learning journey and make the very best of their abilities and talents. The childminder has great respect and high aspirations for each child and this supports and encourages everyone to make extremely good progress towards the early learning goals. Starting points are clearly established as a baseline in discussion with parents. Comprehensive observation and assessment procedures monitor children's achievements with numerous documents to track and record children's progress. However, information is often duplicated and current records are confusing for parents and others providers. Children's key strengths and their next steps in learning that require more support are identified and used effectively to inform future planning. Parents' comments are included in their child's profile

p.5

The quality and standards of the early years provision

and a progress record is completed and shared half-yearly. The childminder skilfully responds to children's interests and develops imaginative planning to extend their experiences and learning. For example, young children eagerly share information about a planned holiday and list items to pack, such as sunglasses and sun cream, with the childminder's sensitive encouragement. Vivid role play activities develop in a camping theme to reinforce and develop ideas. Children's fascination with fire services extends to creating a fire engine from a large cardboard box. Informal learning opportunities are consistently maximised during play and everyday activities. For example, young children consider if objects are too big or too small and older children explore velocity and measurements with different objects on a large ramp.

p.5

The quality and standards of the early years provision

The childminder sets high standards to safeguard children and encourages them to recognise potential risks and hazards as they learn how to keep themselves safe. Children learn to consider stranger danger, bullying or respecting themselves and others to give them the tools to deal with safety issues as they grow up. Children learn to make a positive contribution to their community by using and contributing to their local resources. Young children learn to share and take turns and develop respect for other people, animals and plants to treat them how they would like to be treated themselves. Children's good health is promoted through stringent procedures to prevent the spread of infection. Health and well-being is an integral part of everything with a healthy lifestyle strongly promoted. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.5

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.6

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

p.6

of children in the Early Years Foundation Stage?

How well does the provision promote inclusive practice? 1 The capacity of the provision to maintain continuous improvement.

p.6

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? 1

p.6

Years Foundation Stage promoted?

How well are children helped to stay safe? 1 How well are children helped to be healthy? 1 How well are children helped to enjoy and achieve? 1 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?

p.6

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

p.6

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

p.7

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

p.7