Childminder in Halton

Inspection report for early years provision

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Unique reference number EY390536 Inspection date 01/12/2009 Inspector Janice Linsdell

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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 three adult children and two children aged 13 and 14 years. The family live in Runcorn, Cheshire. The whole ground floor of the property is used for childminding purposes. There is a secure garden available for outdoor play. There are no pets kept on the premises.

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Description of the childminding

The childminder is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of six children at any one time. There are currently seven children on roll who attend at various times. All children are within the Early Years Foundation Stage (EYFS). The childminder holds the certificate in pre-school practice at level 2.

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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

Most aspects relating to children's welfare are appropriately addressed and children are beginning to make steady progress in their learning. The childminder establishes warm and friendly relationships with the children and offers a good range of activities. She develops effective partnerships with parents, although links other settings are not yet in place. The childminder shows some awareness of her strengths and areas for improvement, but effective systems to evaluate practice and identify future goals are not fully developed.

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further?

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

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further?

 improve practices to promote equality and diversity, and obtain relevant information about children's individual needs, such as religion, cultural background and starting points in their learning  establish a regular two-way flow of information with other settings the children attend, to promote continuity and progression in their learning  develop planning systems to meet children's individual learning needs and support their progress towards the early learning goals  develop the procedures for self-evaluation to promote continuous improvement.

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the early years provision

The childminder implements effective practices to safeguard children's health and promote their safety. She maintains good hygiene standards and conducts detailed risk assessments to ensure the premises are safe. The childminder has a secure understanding of safeguarding procedures. Suitable policies about her This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 responsibilities to protect children and deal with allegations are in place and shared with parents. The childminder is trained in first aid and food safety, which further safeguards children's health. She treats children with respect and makes them feel welcome and valued. However, she is unclear about some aspects of equality and diversity, and how to promote children's awareness of these issues. Also, certain details about children's individual needs, such as their culture and religion, are unknown. Documentation to safeguard children's well-being is available and very

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the early years provision

The childminder has improved facilities for the children by removing her dining table to create space for a bright, stimulating and child-friendly playroom. Children are able to make choices in their play from a wide range of good quality toys, books and play materials, which are easily accessible at child height. Close partnerships with parents and carers are established and a good level of information is shared about the children and childminding practices. Carers express positive comments about how children learn lots of things, for example, about colours and letters. The childminder recognises the value of developing partnerships with other settings to support children's ongoing learning, but links are not yet in place. She has a copy of the self-evaluation form, although she has not used it to identify future priorities to enhance outcomes for children.

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and outcomes for children

The childminder is not gathering sufficient information from parents about children's starting points in their learning and she is not using planning systems to ensure children's individual learning needs are being met. Nevertheless, she is providing a good range of interesting experiences for children to enjoy, which is enabling them to make satisfactory progress in their learning. She is beginning to set up some good systems to record and monitor children's progress, such as individual photograph books and observation files. She is starting to record focused observations of the children's development, which include some indication of their next steps, although these are not yet in place for all children.

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and outcomes for children

Older children show care towards the younger children as they offer to help with jigsaws, kindly praising them when the piece fits in the right place. Children's language skills are positively encouraged because the childminder talks to children, asks questions and engages them in conversation. Children develop early writing skills as they make marks on the easel. Shape sorters and jigsaws encourage children's problem-solving skills and they show an awareness of number as they spot 'two chickens' on the stacking cups. Children learn about seasons, such as autumn, and enjoy a trip to the forest to look at the trees. Their learning is extended as they talk about animals and make hedgehogs out of clay. Children thoroughly enjoy water play, as they splash and pour using the jugs. They show good imagination as they pretend to make 'chocolate pie' and some examples of their creative skills are displayed on the wall. These activities contribute to

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and outcomes for children

Children happily sing songs as they play, which shows they feel content and safe in This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 the childminder's care. The childminder's friendly approach and positive support help new children to settle quickly. Children develop a clear understanding of fire safety procedures, confidently explaining where they need to go if there is a fire. They practise fire drills regularly and have enjoyed a trip to the fire station. Children develop a healthy lifestyle through daily routines and good role modelling from the childminder. They are familiar with hand washing routines and the need to keep their noses clean. Babies develop their balance and mobility as they begin to shuffle around and stretch for toys. Good behaviour is positively reinforced and children are learning about boundaries and sharing. They have some opportunities to develop their independence and make choices, for example, about what they

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and outcomes for children

want to eat. 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 3

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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 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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