Childminder in Cheshire East

Inspection report for early years provision

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Unique reference number 304743 Inspection date 26/11/2009 Inspector Rachel Ruth Britten

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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 1999. She lives with her husband and three daughters aged eight, four and one year. The family live in Crewe, Cheshire. The whole of the ground floor is used for childminding purposes. There is a secure garden available for outdoor play. The family have one dog.

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Description of the childminding

The childminder is registered to care for a maximum of four children at any one time, two of whom may be in the early years age range. She operates all year round. There are currently five children on roll aged from five months to four years. All of these are within the Early Years Foundation Stage (EYFS). The care for children aged over five years is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder holds an appropriate level 3 qualification in Early Years and is a member of the National Child Minding 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 childminder warmly meets the unique needs of each child. She supports each one to make good developmental progress by providing a varied and stimulating day. Overall, children are well safeguarded because the childminder maintains a clean, safe home and garden and employs robust, well organised policies and procedures. Partnerships with parents and in the wider context are satisfactory overall. The childminder uses training and makes improvements based upon previous inspection, but does not undertake formal self-evaluation to identify where to extend her good provision.

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further?

To fully meet the specific requirements of the EYFS, the registered person must:

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further?

 carry out a full risk assessment for each specific outing, taking into account the nature of the outing and the required adult-to-child ratios (Safeguarding and promoting children's welfare). 26/12/2009

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further?

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

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further?

 provide the EYFS curriculum to all children in the early years and make regular summary assessments of children's progress under the six areas of learning, using the EYFS Practice Guidance, which can be used to show progress and plan for next steps  ensure continuity of care and coherence in learning programmes for children This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 who attend other settings by effectively sharing relevant information with other involved providers of the EYFS or specialist helpers.  ensure that parents are provided with information about the setting, including policies and procedures, and engage in regular cycles of review, in order to continuously improve.

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the early years provision

The childminder safeguards children well because she is vigilant, provides a safe environment, and uses policies and procedures, which support safety both in day- to-day and emergency situations. She is well organised to maintain attendance registers, fire drill records, parental consents and medicine and accident records. The home and garden are kept immaculately clean and safe, with the dog in a separate run outside. Risk assessments prompt her to check things like the contents of her first aid box and the smoke alarms. Her knowledge of child protection procedures is good. However, outings in the car or on foot are risk assessed generally, rather than with reference to the specific place to be visited. They are not reviewed each time an outing takes place and therefore do not prompt planning to minimise the particular risks associated with that outing.

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the early years provision

The childminder is qualified in childcare and chooses ongoing training which keeps her up-to-date. EYFS training has helped her to competently make lively and detailed written and visual observations of children's progress and to plan a balance of adult-led and child-initiated activities. This promotes good progress according to each child's individual needs and interests. The childminder makes good use of well organised play resources and her own individual skills and experience, showing good insight into her strengths and ability to provide good quality individualised care. She makes nurturing bonds and includes young children as part of her family. She has tools for self-evaluation, but has not yet made use of these, preferring to seek advice and feedback through undertaking training and discussion with other childminders. She has reviewed and updated her policies and procedures and acts fully upon recommendations made at previous inspections so

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the early years provision

that her procedures better secure children's health.

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the early years provision

The childminder is committed to partnership with parents and verbally shares children's interests, achievements and her plans for their development in a way which is both supportive and sensitive. She shares children's individual progress records and obtains comprehensive consents and child details from parents so that they know about the childcare offered. However, she does not provide them with copies of her policies and is not completing periodic summary assessments of their child's progress or plans for their next steps. The childminder finds out what children have been doing at pre-schools they are attending so that she can support and build on this, but she is not sharing individual plans and assessments with key workers, reception teachers and other childminders when children attend more than one setting. This somewhat holds back the provision of complementary and consistent care for these children.

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the early years provision

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

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and outcomes for children

The childminder supports each child's learning and development successfully, using her training, experience and confidence. She provides a good quality, varied and safe learning environment indoors and outdoors. Children are able to choose their favourite toys and activities and the childminder lends appropriate challenge and encouragement, so that children make good progress. Children on the day of inspection particularly enjoy dressing up, role play with a toy first aid kit, completing puzzles and board games, and threading necklaces. The childminder helps to develop children's independence and observation skills as they dress and find matching hats and shoes to fit their outfits. She consolidates and extends their small motor skills and their counting, problem solving and knowledge of shape and fit, as they fit together jigsaws and turn the keys and post the coloured balls in a game to release the hidden treasure. Children are gaining confidence in number

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and outcomes for children

and letter recognition as they talk with the childminder, using puzzles, posters and matching cards to identify letters with the help of picture prompts. Children also enjoy active play and experiences outdoors, which enhance their physical and social skills, knowledge and understanding of the world. For example, they visit farms, parks and play centres and collect fallen leaves to use. The childminder finds out what activities children are doing at pre-school and builds on these and children's expressed interests. For example, one child's interest in the fish was extended with stories, gluing and sticking activities, and puzzles all about an underwater theme. Following this her knowledge of what lives in the sea was much extended.

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and outcomes for children

The childminder makes relevant and insightful observation notes and takes photos of what children can do. These are recorded in a section for each of the six areas of learning, confirming that every area is being provided for, through different activities. She also makes simple activity plans which are flexible to the children's own choices. However, she does not summarise children's stage of development upon entry or their progress over periods of time. This makes it more difficult to measure progress clearly and share plans for next steps with parents and others. Nevertheless, children's progress is good as they are so well nurtured and supported and their stage of development is known and built upon. The childminder is particularly skilled at developing communication, personal and social skills. She talks to children about everything that they are doing and encourages them to do as much for themselves as possible, giving them choices and support,

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and outcomes for children

so that they are confident and independent. Children are all achieving well for their ages and there are no children with special educational needs and/or disabilities, cultural or language differences. Nevertheless, toys and resources provide a positive image of our diverse world, with chances to learn about differences positively through role play situations, stories, puzzles and small world toys.

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and outcomes for children

The childminder teaches children in an age appropriate way how to take responsibility for their own health, safety and well-being. She ensures that her home and her day-to-day practice prevent both the spread of infection and accidents. She teaches children how to play safely around the babies and gives them healthy choices of food and drinks. Children are given time to be This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 independent and work things out for themselves, such as fetching a tissue, blowing their nose and putting it into the bin, or finding the towel to dry their hands. Outside, they know where to cross the road safely at the crossing and always hold onto the inside of the buggy, keeping away from the road. Children are encouraged to develop the habits and behaviour appropriate to good learners, through the calm and kind example of the childminder. They enjoy regular social

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and outcomes for children

time with children of their own age at toddler groups and pre-schools. Close bonds are made between minded children of all ages and the childminder's own children, particularly after school. Children are kind and considerate of one another, enjoying parties and celebrations together. They feel extremely secure because they receive consistency and unlimited attention and affection from the childminder. 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 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 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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