Childminder in Cheshire EastOfsted inspection, 19 Nov 2009

Inspection report for early years provision

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Unique reference number 304639 Inspection date 19/11/2009 Inspector Sue Anslow

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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 1997. She lives with her husband and three adult children in Congleton, Cheshire. The whole of the ground floor of the childminder's house is used for childminding and there is a fully enclosed garden for outside play. The family have a dog and a hamster.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time, no more than three of which may be in the early years age range. She is currently minding three children in this age group. She also offers care to children aged over five years. The childminder is registered by Ofsted on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder walks to the local school to take and collect children and regularly attends local play facilities during the week. She 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

Children are respected and valued as individuals and they make good progress in their learning and development. They feel safe in the childminder's care because their welfare and well-being is safeguarded through comprehensive procedures. Activities provided are stimulating, age related and support children in developing skills for the future. The childminder enthusiastically promotes a strong ethos of continuous improvement, with effective self-evaluation. The childminder has a successful partnership with parents and others by valuing the importance of working together to promote good quality care and education.

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further?

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

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further?

 continue to make use of the self-evaluation process to build on strengths and highlight areas for development.

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the early years provision

Children's safety and well-being is well protected through the childminder's vigilance and her strong awareness of appropriate safeguarding policies and procedures. Accurate documentation protects the welfare of the children, meets all requirements and is stored to respect confidentiality. Robust risk assessments are recorded and reviewed on the whole childminding environment including outings. The childminder's home is well organised and maintained to meet children's This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 individual needs. Children benefit from having a dedicated playroom where resources are organised to promote children's independence and develop active learning. Activities extend to the garden and the open park land next door, where the childminder provides a further range of challenging and exciting opportunities. The childminder promotes an enabling, inclusive environment where children are

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the early years provision

helped to value different aspects of their own and other people's lives. Different cultures and diverse practices are celebrated and a wide range of resources and appropriate activities help children understand and respect differences.

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the early years provision

The childminder is enthusiastic, conscientious and committed towards continually improving the overall quality of care and education she provides for children and their families. She keeps up to date with any changes in legislation and attends relevant courses to improve her knowledge and skills. She reflects on her setting's strengths and weaknesses and consults with the children and their families as part of her self-evaluation process. The childminder shares best practice with other childminders and early years providers in schools and nurseries as well as reading articles in relevant publications. Priorities for development are well targeted to bring about further improvement and promote positive outcomes for children.

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the early years provision

Parents and extended family members comment that they are very happy with the quality of care and are reassured that their children are 'happy and well cared for'. They value opportunities to share information about their child's progress towards the early learning goals and feel that they are actively involved in their child's learning journey. The childminder works very effectively with other practitioners and parents to support children's transition into school and pre-school and relevant information is shared with others to help children understand any changes.

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and outcomes for children

Activity planning, assessments and interactions with children demonstrate that the childminder has a good knowledge and understanding of the learning and development requirements of the Early Years Foundation Stage (EYFS). Daily plans include a balance of adult-directed and child-led activities. Assessments and tracking systems are rigorous and clearly demonstrate the progress that children are making towards the early learning goals. Children's home routines, likes, dislikes and any special requirements are discussed with parents when children join the setting and these form the starting points to identify appropriate next steps in learning for individual children. Children are happy and confident in the childminder's home. The childminder knows children well and has a good understanding of their characters and capabilities. She skilfully develops children's early language and communication as she encourages toddlers to talk into toy

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and outcomes for children

mobile telephones and promotes an interest in books and stories. As a result, informal learning opportunities are maximised and children are offered appropriate challenges throughout the day to extend their knowledge and understanding.

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and outcomes for children

From an early age, children are encouraged to develop their independence as they make their own choices and decisions in the enabling environment. They delight in racing the toy cars down the garage ramp and pretend to change and feed the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 dolls before putting them to sleep in the buggy. Activities are adapted appropriately to allow all children to participate and the older children love joining in with whatever the childminder's children are doing. For example, painting a large cardboard box to act as a post box for Christmas cards or finding the right piece of wood in the making of a bedside table. Children's differences are recognised and valued and extra help and encouragement is given if needed.

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and outcomes for children

Children share warm relationships with the childminder and are generally well behaved. Young toddlers are learning to share and take turns, and the childminder has two of most toys and play resources so can diffuse any squabbles. Good attention is given to developing children's knowledge and understanding of the world. They thoroughly enjoy kicking the leaves around in the park next door and picking the vegetables they helped to plant in the garden. Children are encouraged to recycle items and are congratulated warmly when they put the items in the correct coloured containers. They enjoy regular visits to local toddler and music groups and especially like going on the bus to the library. The extra space and contact with other children and adults promotes children's physical and social development extremely well.

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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 and daily appetites is shared with parents to promote good continuity of care. Good hygiene routines are followed and children are reminded about the importance of washing their hands at appropriate times. Children enjoy nutritious meals and snacks, which are home made using fresh ingredients. Menus are devised in consultation with children and parents to take account of likes, dislikes and dietary needs. Fresh fruit is available every day and drinks are on hand for children to help themselves to. Close attention is paid to raising children's awareness of personal safety. They practise emergency evacuation procedures on a regular basis and are made aware of the potential dangers of the road. Children are encouraged to help tidy up after activities,

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and outcomes for children

understanding that it prevents accidents. 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 1 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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