Childminder in Warrington

Inspection report for early years provision

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Unique reference number EY389457 Inspection date 19/10/2009 Inspector Suzette Butcher

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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 two year old daughter in the Lymm area of Cheshire. The whole of the ground floor and two bedrooms on the first floor are used for childminding. The childminder is registered to care for a maximum of five children under eight years, of whom no more than two children may be in the early years age group at any one time. She is also registered on the compulsory part of the Childcare Register. There are currently four children on roll who are all in the Early Years Foundation Stage (EYFS). Children are taken on outings and to local toddler groups. 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

The enthusiastic, ambitious childminder promotes a strong ethos and determination to continually improve outcomes for children and families. Children's welfare is rigorously safeguarded through clear procedures, with documentation adequately maintained. Children make good progress towards the early learning goals in the stimulating and challenging environment where the promotion of fun, independence and self-motivation is a key strength. Effective partnerships with parents, carers and others within the EYFS promote good continuity of care and progression for children. Parents' involvement in their child's learning journal is evolving.

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further?

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

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further?

 ensure registration documents record accurate times of arrival and departure for children  identify clear starting points in partnership with parents to establish a baseline and increase opportunities to actively involve parents in their child's learning journey.

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the early years provision

High standards are consistently maintained to safeguard children. The childminder vigilantly assesses and responds to potential risks and provides parents with appropriate safeguarding policies and procedures. Well organised documentation protects the welfare of the children, meets requirements and is stored to respect confidentiality. Registers record children's attendance on a daily basis, although systems to record accurate times of arrivals and departures are not fully secure. Robust risk assessment procedures and documentation are maintained and regularly reviewed for outings and the whole childminding environment. The This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 childminder's home is well organised to meet children's individual needs. Areas and resources are organised to promote children's independence and develop active learning. Activities extend to the garden where the childminder provides a further

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the early years provision

range of challenging and exciting opportunities. The childminder promotes an enabling, inclusive environment where children are helped to value different aspects of their own and other people's lives. She completes an accessibility audit on her premises and attends inclusion training to enrich play and learning opportunities for every child. Linguistic diversity is valued and children are offered opportunities to use different languages, such as French and German, in daily activities. Different cultures and diverse practices are celebrated when, for example, the lighting of candles is introduced during Diwali.

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the early years provision

The childminder is enthusiastic, conscientious and strongly committed towards continually improving the overall quality of care and education she provides for children and their families. She has a very professional approach and attends training to continually improve her knowledge and experience. The childminder reflects critically on her setting's strengths and weaknesses and regularly consults parents as part of her self-evaluation process. Priorities for improvement are well targeted to bring about further improvement and promote positive outcomes for children.

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the early years provision

Effective partnerships with parents are maintained through informal chats and daily journals. The childminder provides a monthly newsletter for each family to inform them about events and celebrate children's achievements. A website has recently been introduced and a tea party for parents and children is to be held to further develop communication. Parents comment that they are very happy with the provision and are reassured that their children 'thrive' as they enjoy themselves with 'plenty of stimulation to support learning and development'. Parents value opportunities to share information about their child's progress towards the early learning goals and feel that they 'work together to meet their child's needs'. Starting points are informally discussed with parents although they are not recorded in their profile to create a shared baseline for children's future learning journey. Further opportunities for parents to contribute towards their

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the early years provision

child's learning document are available but systems have not been fully developed. Information is successfully shared on children's progress with other providers within the EYFS to promote the integration of care and education. Meetings are arranged with the key worker to share documents and information on children's progress to enable the childminder to provide activities that complement and support development in pre-school and home.

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and outcomes for children

Children eagerly and happily explore the wide choice of imaginative and challenging opportunities within the indoor and outdoor environment. This helps them to develop creative, active learning as they learn to think critically. All the underpinning aspects of the EYFS are successfully implemented to help children to fulfil their potential whilst they have fun. The childminder knows each child well and, through daily observations and reflections on children's spontaneous play, This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 clearly identifies their next steps in learning and development. Assessment information and the childminder's own knowledge and understanding of how children learn and develop are used effectively to plan the next challenges to stretch each child's learning, play and exploration. This means that activities are closely matched to children's individual stages of development and children are

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and outcomes for children

enabled to build on what they already know. Consequently, children are highly motivated and enjoy their learning as they make good progress in all areas of their development. Expectations are high and children are keen to learn as they are encouraged to try out new skills. For example, children recall observations from an outing about the construction of an old mill's water wheel or a boat lift on the canal. They extend their learning as they investigate and experiment with water flowing through channels, around wheels or poured from different heights. They solve problems together and share their findings when they construct train tracks. Every opportunity is offered for children to explore skills, practise and rehearse learning and make connections with other experiences. Information about children's individual progress towards the early learning goals is tracked and monitored in their profile with lively photographs and written observations.

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and outcomes for children

Children confidently select their own activities from low-level shelving and develop their own imaginative games with discreet support from the childminder. They eagerly share their interest with everyone as they create dens or initiate adventures as a cardboard box becomes a house or a car. Children are confident communicators who eagerly chatter with everyone. They proudly point to photographs of themselves and their friends in a book of photographs about recent outings. Rich opportunities to investigate technology are offered, such as learning to use cameras and laptops. The childminder listens, watches and responds sensitively to each child as they enjoy warm, supportive relationships. Consistent positive interactions enable children to feel secure and to thrive as they develop independence and self-motivation.

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and outcomes for children

Children are learn to recognise risks and dangers as they are encouraged to keep themselves safe when they cross roads or remind each other to be sensible on the stairs. They learn to share and take turns as they begin to consider other people's feelings and take care of each other by handing out drinks or sharing fruit from the fruit bowl. Minor disagreements are skilfully dealt with in a way that is appropriate to each child's age and stage of development. For example, children humbly say they are sorry and hug their friend or consider rolling the ball they both want to each other. They learn to reflect the childminder's quiet, calm, consistent and respectful example and begin to follow basic house rules and clear boundaries. Children's good health is promoted through stringent procedures to prevent the spread of infection. The benefits of fresh air and exercise are strongly promoted as part of a healthy lifestyle. They enjoy choosing healthy options for snacks and help

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and outcomes for children

the childminder to grow herbs and salads. Mealtimes are relaxed, social occasions where everyone sits together and enjoys each other's company. Children enjoy regular outings to learn more about their environment and positive images of the wider world are included in everyday practice to promote diversity. 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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