Childminder in Cheshire West and Chester

Inspection report for early years provision

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Unique reference number EY386112 Inspection date 16/09/2009 Inspector Ron Goldsmith

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Type of setting Childminder to 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 rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 08456 404040, 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.

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Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 08456 404040 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk 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 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.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. 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 2009. She lives with her husband and one child aged two and a half years in a village on the outskirts of Chester. The whole of the ground floor is used for childminding purposes; this comprises the play room and living room, dining area, kitchen and bathroom. There is a secure garden area to the rear of the property. The childminder is registered on the Early Years Register and on the Compulsory and Voluntary parts of the Childcare Register. She is able to provide care for a maximum of five children under eight years of age at any one time. There are currently three children on roll, both in the early years age group. The childminder is a member of the National Childminding Association.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good. Children are cared for in a very safe and stimulating environment where the childminder recognises each child’s individuality and effectively promotes inclusive practice. Children make good progress in all areas of learning because the childminder is skilled at interacting with them and has a good understanding about how children learn new skills and develop. Partnerships with parents are professional and benefit children's development because all relevant information is shared between them. The childminder has a good capacity to maintain continuous improvement through training and evaluating her practice. However, her self evaluation procedures are not rigorous enough to highlight key areas for further development.

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further?

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

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further?

 continue to develop the use of reflective practice and self-evaluation to identify current strengths and priorities for improvement that will improve the quality of the provision for children.

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the early years provision

The childminder has a clear policy regarding safeguarding, which is shared with parents and which demonstrates her understanding of the procedures to follow to keep children safe. Children are well protected at the setting because they are never left with anyone who has not been vetted. She carefully monitors children as they move between different rooms to ensure their safety. The childminder is beginning to make good use of self-evaluation to continuously monitor her provision and to plan for improvements. She is committed to improving her professional development and knowledge and expertise by updating her training and making sure she actively listens to parents and children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Excellent documentation and procedures are in place in order to promote the welfare of children which includes detailed risk assessments to ensure children are

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the early years provision

safe at all times. Parents are given comprehensive information about the way the setting is organised and considerable effort is placed on gaining a good understanding of each individual child before they are placed with the childminder. Space and resources are used effectively to meet children's needs. The home is very well organised to allow children to easily access a good range of resources and toys which helps children to gain confidence in making choices. They happily bring toys and resources to share with adults. The childminder ensures that all resources and activities are appropriate for the ages of children she cares for and that they remain stimulated and engaged with what is offered. As a result, children are happy and secure in her care.

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the early years provision

The childminder has a well presented and informative welcome pack which parents receive a copy of so they are clear how their child will be cared for. They also receive a good range of further information so they can share in their child's experiences, which includes a daily diary, daily discussions and a regular look at children’s observation and assessment records, about which they make comments. Parents can clearly see their child's progress in the areas of learning and comment on the quality of her service by saying they are, 'more than happy with care provided and completely satisfied’. They praise the childminder for staying with their child at pre school and helping them to settle. She has effective systems in place to liaise with others providing care for the children in the early years age range so that continuous experience is promoted.

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and outcomes for children

Curriculum planning, assessments and interactions with children demonstrate that the childminder has a thorough knowledge and understanding of the learning and development requirements of the EYFS. She continually talks to children, about what they are doing and makes all experiences a learning opportunity. Her skills in engaging children in challenging and stimulating activities, enables children to make good progress towards the early learning goals. Plans include a balance of adult directed and child-led activities and the childminder responds to the interests of children. Observations and assessments clearly demonstrate the progress that children are making. Starting points are clearly identified with parents when children join the setting, which forms an appropriate point to identify the initial next steps in learning for individual children.

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and outcomes for children

Children are happy and confident in the childminder's home. They are encouraged to develop their independence as they make their own decisions in the enabling environment by making choices about the toys and resources they play with. The childminder knows children well and has a good understanding of children's likes, dislikes and capabilities. She develops children's early language and communication skills as she asks open ended questions to encourage them to become independent thinkers. As a result, informal learning opportunities are used to offer appropriate challenges throughout the day to extend children’s knowledge This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and learning. For example, young children are encouraged to explore the environment as they use the furniture to help them balance, moving with increasing confidence between rooms. They attempt, with strong support from the

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and outcomes for children

childminder, to make early learning sounds or to choose simple toys to play with. The childminder sings songs and claps with them. As young children tire she gives them cuddles as they fall asleep. Activities are adapted to allow children of different ages to take part in similar tasks. Children's differences are recognised and valued.

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and outcomes for children

The interaction with the childminder is warm and caring and children are well behaved. Good attention is given to developing children's knowledge and understanding of the world. They enjoy many interesting outings as they visit places of local interest and maximise the opportunities of different environments, such as local parks to access large play equipment. Children are encouraged to recycle items and to consider their environment as they read books or play with a simple magnetic game with the childminder.

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and outcomes for children

Children benefit from being cared for in a home which is clean, warm and well maintained. Individual routines are recognised and respected. For example, information about sleep patterns is shared with parents to promote good continuity of care. Good hygiene routines are followed to ensure children's good health as the childminder provides tissues to wipe noses and displays posters about hand washing. Individual face towels and toothbrushes are made available and they are reminded of the importance of cleaning their hands before they eat their snack. Children enjoy nutritious meals and healthy snacks, which are home made using fresh ingredients. Menus are displayed and discussed with parents to take account of likes, dislikes and dietary needs. Drinking water is freely available to ensure that children remain hydrated throughout the day. Children’s language skills are developing very well because the childminder uses good questioning skills to help

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and outcomes for children

children think and demonstrate what they know. 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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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

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: Met

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Annex B: the Childcare Register

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

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