Childminder in Cheshire West and Chester

Inspection report for early years provision

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Unique reference number 304686 Inspection date 14/01/2010 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 1998. She lives with her husband, adult daughter and one child, aged 15, in Handbridge, Chester. The whole of the ground floor of the childminder's house is used for childminding. There is a fully enclosed garden for outside play, and the family have a pet dog.

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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, of whom, no more than three may be in the early years age group. The provision is also registered by Ofsted on both parts of the Childcare Register. There are currently 11 children on roll, of whom, seven are in the Early Years Foundation Stage (EYFS). Children are taken and collected from a nearby nursery and school and on outings in the local area.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

Children's welfare needs are safeguarded through appropriate policies and procedures, although the childminder has not regularly updated her knowledge. An inclusive and welcoming service is provided, and flexible organisation meets the differing needs of families. The childminder has a basic understanding of child development, but her observation and assessment procedures do not fully support or monitor children's individual progress towards the early learning goals. She is keen to improve her practice, but appropriate self-evaluation procedures have not been introduced. Effective partnerships are maintained with parents and carers, and information sharing with other providers within the EYFS is evolving.

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further?

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

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further?

 update their knowledge and understanding of safeguarding procedures  further develop observation and assessment procedures to identify the next steps in learning for children, and monitor their progress towards the early learning goals  increase opportunities to share information on children's progress with parents and other provider's within the EYFS  introduce appropriate self-evaluation procedures to identify key areas, and to improve outcomes for children and their families.

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the early years provision

Children’s safety and welfare are adequately protected through appropriate policies and procedures. The childminder also holds up-to-date information and contact details for her Local Safeguarding Children Board. Nevertheless, she has not This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 attended training to update her knowledge. She ensures that all adults in her household are suitable to be in contact with minded children. The childminder maintains accurate records to ensure that the welfare needs of children are met. Her pack of policies and procedures is available to share with parents, and meets all requirements for the safe and efficient management of the EYFS. Children are protected through the childminder's ability to identify and eliminate risks, with risk assessment documents completed on areas of the home and outings. The childminder provides a flexible, supportive service to meet the individual needs of

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the early years provision

children and their families. She recognises the importance of regularly reflecting on the overall quality of her practice although she has not initiated an appropriate self-evaluation programme to continually improve outcomes for children. The childminder seeks support from her local childminder coordinator and other childminders. She has completed all the recommendations, and made improvements to her knowledge and practice since the last inspection.

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the early years provision

The childminder has a basic knowledge of the EYFS and she attends relevant training on subjects, such as, first aid, to increase her knowledge and safeguard children in her care. She is gradually adapting her practice to implement all aspects of the EYFS and she recognises the subsequent benefits for children. The childminder promotes an inclusive environment where children and families feel involved, safe and valued. Positive attitudes towards diversity and difference within all children are promoted to help children to value different aspects of their own and other people's lives.

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the early years provision

Positive partnerships and friendly relations are maintained with both parents and carers. Information on children's progress is shared through verbal feedback at handover times. Regular informal chats about children's needs and preferences promote good continuity of care. Good relationships are maintained with staff children's nursery and reception class teacher. Significant issues are discussed and messages are passed on to parents. However, opportunities to share information on children's individual progress with parents and other providers within the EYFS are limited, and do not support children's development by providing continuity and progression for everyone involved.

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and outcomes for children

The childminder has a basic understanding of how children learn and develop in different ways. Starting points for individual children are established during discussions with parents and children, and are recorded in an 'All about me' document. The childminder informally observes children as they play and she is beginning to link her observations to the early learning goals. Records of children's progress have recently been introduced, with photographs and children's work, to provide visual examples to record their learning journey. The childminder informally identifies basic next steps in children's play and learning and uses this to plan daily activities. However, these systems are in the early stages and do not fully meet children's individual needs.

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and outcomes for children

Children happily help themselves to play resources from the appropriate accessible This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 selection. Resources are rotated on a regular basis according to children's individual needs and to provide variety; a wide range of resources are available in storage for children across the age ranges. Children comment that they like playing with all the dolls best. Children enjoy adventures in the garden, walks with the dog and learn more about the natural world and the environment on regular outings in the local area. This provides further outdoor play and learning opportunities, such as, visiting the river, park, library, zoo or museum. Children enjoy helping the childminder to organise her allotment where they learn about planting and cultivating fruit and vegetables.

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and outcomes for children

Children confidently make their own decisions and enjoy imaginative games together. They happily develop their own role play games as they tuck their baby into a carrycot or carefully fold away her clothes. Children decide to organise a picnic with play food and eagerly provide items of food for everyone. Informal learning opportunities are maximised when children confidently name pizza slices, find their favourite strawberries or pretend to make toast in a toaster. Literacy and numeracy are promoted through everyday activities, such as counting how many people are in the play house, singing songs or sharing books and stories. Young children learn to make comparisons and recognise similarities when they find two hairdryers and pretend to dry their hair. Children learn to share, take turns and play together cooperatively with the childminder's discreet support. They help to organise their toys as part of their daily routine, and learn to make a positive

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and outcomes for children

contribution within the setting. Children's opinions are valued and they are encouraged to accept responsibility for maintaining a safe environment. Children begin to consider each other's feelings and predict the consequences of their actions. They relate warmly to the childminder in the familiar environment where they seek reassurance when upset or snuggle up to share a story.

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and outcomes for children

Resources and activities are provided that nurture children's positive attitude towards people who are different from themselves. Linguistic diversities and different cultures within families are valued. A healthy lifestyle is actively promoted and children are encouraged to consider the benefits of regular exercise as part of a healthy lifestyle. Safety issues are highlighted, to encourage children to learn how to recognise and respond to risks and dangers. For example, children learn to consider 'stranger danger' and practise road safety on outings. Adequate hygiene routines are followed to promote a healthy environment, and children are encouraged to accept responsibility for their own personal care. Parents provide meals and snacks for their own child, and children help themselves to their own drinks throughout the day. 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 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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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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