Childminder in Cheshire West and Chester

Inspection report for early years provision

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Unique reference number EY332327 Inspection date 24/11/2009 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 2006. She lives in Ellesmere Port with her husband and two children aged 10 and 15. The whole of the ground floor and first floor bathroom are used for childminding. There is a fully enclosed garden for outdoor play.

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Description of the childminding

The childminder is registered to care for a maximum of five children under eight years at any one time. There are currently six children on roll of whom two are in the Early Years Foundation Stage (EYFS). The provision is also registered by Ofsted on the compulsory and voluntary parts of the Childcare register. Children are taken and collected from a local school, and pre-school. They are taken to toddler groups and on outings in the local area. The childminder is a member of the National Childminding Association and Ellesmere Port Childminder Network.

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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 are safe in the childminder's care. Their welfare needs are adequately met, although there are omissions in recording and completing risk assessments. The childminder reflects on her practice and identifies key training areas to help her to improve the overall impact for children. She has a basic understanding of the EYFS and identifies this as a key area for her development. She has introduced systems to record children's progress, but this is not shared effectively with parents and other providers within the EYFS.

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further?

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

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further?

 ensure a complete risk assessment is carried out and reviewed before each type of outing (Safeguarding and promoting children's welfare). 22/12/2009

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further?

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

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further?

 improve written risk assessments on the childminding premises to clearly identify risks and specify the date they are reviewed  increase knowledge and understanding of the EYFS and the early learning goals to improve play and learning opportunities for children  improve communication links with parents, carers and other providers in the EYFS to promote continuiy and progression and share information on children's individual progress towards the early learning goals. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder attends safeguarding training to update her knowledge on child protection procedures, and obtains information from her Local Safeguarding Children Board. She informs parents of her duty to protect children at all times and provides adequate policy documents to support this information. Policies and procedures are in place and they are currently being reviewed to provide further information for parents. The home is clean and well maintained. Regular risk assessments are informally completed on all required aspects within the premises. This is documented in a checklist with basic information about potential risks and hazards, and no clear details about when risk assessments are reviewed. The childminder supervises children well and she is vigilant on outings, where she considers potential dangers and acts appropriately. However, she does not carry out, or review, a full risk assessment for each type of outing with the children; this

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the early years provision

a breach of requirements and does not fully protect children.

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the early years provision

The childminder seeks support from her local authority early years consultants, and she regularly meets with other childminders in her local network to share good practice. She has responded appropriately to all the recommendations from the last inspection, and she recognises the importance of reflecting on the overall quality of her practice. She completes both her local authority and Ofsted's self- evaluation systems, to identify key areas for improvement. This enables her to identify and apply for relevant training opportunities to increase her understanding and experience. For example, she has obtained a place on a food hygiene course to update her knowledge, in order to protect the children's health. The childminder holds a current first aid certificate, and she completes further training to support children's specific health needs. The childminder attends training and has a basic knowledge and understanding of the implementation of the EYFS. However, the

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the early years provision

depth of her knowledge of the early learning goals and the EYFS does not help her to identify and plan a wide range of play and learning experiences based on children's individual needs. This has a negative impact on children's learning and development. The childminder promotes a positive attitude towards diversity and inclusion in her practice. Every child is listened to and respected, and they and their families are encouraged to feel included, safe and valued.

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the early years provision

Positive partnerships are maintained with parents through open, trusting, friendly relationships. Parents comment that they are very happy with the overall quality of care, and their children feel safe with the 'patient, calm' childminder. They value her 'honest and sympathetic' nature, and appreciate that the childminder's flexible organisation meets their differing family needs. Contract details are reviewed with parents on a regular basis and information on the care of their children is informally shared through verbal feedback at handover times or in daily diaries. However, systems to involve parents, carers and any other providers within the EYFS in supporting children’s learning and development are in the early stages, and do not provide continuity and progression for everyone involved. 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 has a satisfactory understanding of how children learn and develop in different ways. She informally plans activities on a daily basis, to meet children's individual needs and provide a balance of adult-led and child-initiated opportunities. Areas are adequately organised to enable young children to move about freely and safely within the identified play area. Resources are organised to offer children choices and to promote independent, active learning. These include a selection of resources and activities that contribute to nurturing children's positive attitudes towards people who are different from themselves. This helps children to learn to value different aspects of their own and other people's lives.

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and outcomes for children

Effective settling-in procedures are followed, during which parents share a wealth of information with the childminder to describe their child's routines and preferences. This forms a firm basis for good continuity of care and helps babies to feel content, safe and secure. Babies relate warmly to the childminder in the homely environment and begin to take risks as they develop confidence and practise new skills. For example, they proudly demonstrate their recent walking abilities with discreet support from the childminder. Early communication skills are nurtured as babies smile in anticipation when they begin to join in 'Row, row your boat' and other action songs. They begin to vocalise and imitate sounds and gestures as they share their interest with adults. They confidently clap their hands to demonstrate their pleasure, and make sound patterns when they bang two plastic cups together. Regular attendance at toddler groups help young children to

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and outcomes for children

develop social skills as they adapt to being part of a larger group.

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and outcomes for children

The childminder lacks confidence in her own ability to observe and assess individual children's progress, and she identifies her knowledge of the six early learning goals as a priority area for her personal development. She informally assesses children's progress, records her observations on children's play and learning, and identifies a few next steps for each child. Photographs provide practical examples to supplement children's record of their individual learning journey, and this information is shared with parents.

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and outcomes for children

Children learn to share, take turns and play cooperatively; they are encouraged to respect rules and boundaries as they learn to consider other people's feelings. A healthy lifestyle is actively promoted and effective hygiene routines are followed. The children are offered healthy snacks, including fruit and vegetables, with a choice of drinks. Children enjoy the benefits of regular exercise in the outdoor environment as part of a healthy lifestyle. Walks in the local park and adventures in the garden encourage children to learn about their natural environment and the world around them. Safety issues are highlighted, to encourage children to learn how to recognise and respond to risks and dangers. For example, children practice emergency evacuation procedures and road safety on outings. 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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