Childminder in Cheshire West and Chester

Inspection report for early years provision

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Unique reference number EY262222 Inspection date 28/04/2010 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 0300 123 1231, 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: 0300 123 1231 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

Children only attend this setting before and/or after the school day and/or during the school holidays. The judgements in this report reflect the quality of early years provision offered to children during those periods.

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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 2003. She lives with her husband and two children, aged 11 and nine years. The family live in Little Sutton, Ellesmere Port. Most areas of the property are used for childminding purposes. There is a secure garden available for outdoor play. Family pets include a dog, hamster, fish and lizard.

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Description of the childminding

The childminder is registered on the Early Years Register to care for a maximum of six children at any one time, three of whom may be in the early years age range. She operates all year round. There are currently 10 children on roll aged from one to 12 years. Of these, five are within the Early Years Foundation Stage. The care for children aged over five years is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register. The childminder supports some children with special educational needs and/or disabilities.

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Description of the childminding

The childminder has completed required basic childminding training.

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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 provides good standards of care and teaching in all areas. Every child's unique needs and stage of development are known and each one is making good progress because they feel safe, secure and well-stimulated. Children's welfare is supported through effective policies and procedures, including sound safeguarding procedures. Partnerships with parents and local providers assure consistent and complementary care and education. The childminder has the commitment and capacity to continuously improve and makes good use of training, advice and the Ofsted self-evaluation form to review and develop her practice for children in the early years.

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further?

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

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further?

 ensure that the procedures to be followed in the event of an allegation being made against the childminder or any person living on the premises are effective and understood  extend partnerships and assure consistent and complementary care and education by establishing starting point assessments with parents and by establishing a three-way sharing of periodic summative assessments with parents and pre-school key workers  revisit next steps plans to ensure that the desired next steps are being met through the activities and input provided. 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 organises routines, procedures and policies to ensure that children are well safeguarded. She keeps the setting clean, tidy and safe, ensuring that children are protected from dangers and cross-infection. Written parental consent is gained for appropriate use of photos for children's records. Both visual checks and written risk assessments are used to ensure that the toys and resources are safe and suitable, yet also easily accessible for choosing and using. Similarly, suitable risk assessments are devised and referred to in order to assist with the safe conduct of outings. The childminder is vigilant and well prepared for possible problems and emergencies. She has policies and procedures for eventualities such as child protection, fire and lost or uncollected children. These are regularly reviewed, so that contact numbers, for example, are correct. However, the childminder's child-protection policy does not explain what she would do in the

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the early years provision

event of an allegation of abuse being made against her. Nevertheless, the childminder is planning to attend a safeguarding course, and copies of all policies are given to parents so that they know how the setting is run and also how to complain. Parent agreements, child detail forms, attendance registers and accident, incident and medicine records are all well organised to ensure that prompt action and communication takes place when and if something goes wrong.

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the early years provision

The childminder forges warm, professional relationships with parents and local childcarers. Many families have sent all their children here over a period of years and they have contributed written references of support. They regularly look at their child's learning journey observation records with annotated photos of their activities. Daily chats and text messages keep them in the loop during the day for good developments as well as any issues. The childminder knows local reception teachers and pre-school key workers and she works together with them well to help children make the transition to new learning and social environments. Pre- schools give a daily diary sheet to the childminder, so that she can talk about what children have been doing in pre-school sessions and can build on this with her own activities and play. However, she does not currently have parental permission to make periodic progress assessments and share them with other settings.

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the early years provision

The childminder is highly committed to doing what is best for the children and she enthusiastically uses ideas gained from courses, previous inspections and websites. Her self-evaluation form notes how children's progress has benefited from the increased accessibility of the toys and resources. She sees how much more they persist and how they concentrate for longer when they are playing with things that they are interested in because they have chosen them. The childminder is presently attending a course about documenting children's progress and plans to extend the usefulness of these documents. Discussion took place at the inspection about making summative assessments to share with other childcarers and parents to increase consistent care and planning for individual children's progress. Similarly, it was discussed how to use the document to show when the planned for next steps have actually been taken as a result of the extra time and input given to

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the early years provision

them. Most of all, the childminder is excited by the progress she sees each child making and believes that this is the result of the positive relationships she This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 establishes with them. She has a simple and adaptable daily routine based upon the unique needs of each child and she works to make the environment and the toys as open-ended as possible, to give children's interests, imagination and natural skills the chance to develop. She plays alongside children and adds challenge, learning and encouragement through her questions, enthusiasm and praise. She ensures that all children learn to value the natural world, diverse cultures and one another's individuality.

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and outcomes for children

Each of the children attending makes good progress from their starting points because the childminder has made genuine, warm and caring bonds with each of them. She welcomes them and asks about their time at pre-school, school and home so that they really feel that they belong. She skilfully provides a wide range of open-ended resources which they can choose and use independently. She adds value to their learning with her ideas and challenges and helps them make links between activities. For example, pre-school children sometimes use the contents of the treasure basket to pretend they are cooking in the kitchen, so she offers for them to do some real baking. They might also use the soft brush to mimic how their mother puts on face powder. Later, they see how the tray acts like a mirror, so they think of stories with mirrors in them and rehearse the rhyme 'mirror, mirror on the wall'. Then they watch the cartoon of the sleeping beauty at quiet time. In

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and outcomes for children

these ways, they gain great self-confidence and develop good social and communication skills. They also persist and concentrate because they are making their own play choices and are creatively acting out and making links with how things work in the real world.

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and outcomes for children

Children spend lots of time outside getting fresh air and exercise and learning about nature and the community around them. They are confident around the dog and enjoy feeding the squirrels and hunting for the sculptures in the woods. They are learning about the seasons as they collect fallen leaves for collages and see the birds making nests. They catch and throw, and bounce and swing on the play equipment in the garden, therefore, they gain physical strength and coordination. Children are confident and competent to look after their own health and safety because they practise fire evacuation drills, put their tissues in the bin after one use and wash their hands, using their individual coloured towel to dry them. Every time they are out they talk about road safety and not going off with strangers. They act out scenarios, such as fire rescues, when they dress up and role play. The atmosphere is active and happy as music, singing and dance are woven

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and outcomes for children

through activities, especially for toddlers who are gradually becoming confident to verbalise and move around.

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and outcomes for children

Children's individual needs and the next steps they need to take are well provided for by the childminder. She assesses what children can do and skilfully provides more challenge and opportunity for them to make more progress through things they enjoy. For example, one child's two new words and ability to stack three bricks is celebrated, and time is given to consolidate and build on these successes. Similarly, children whose small motor and pencil skills are very advanced are given This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 time and encouragement to write their name, colour more complex pictures between the lines and crack the eggs themselves for their cake making. There is no gender bias or discrimination as children play and develop together. They may dress up and role play however they choose and the childminder sensitively uses figures, puzzles and books which will help them to gain an understanding of how

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and outcomes for children

to value every person's differences. For example, she helps children to understand how people have different skin tones and colours when she sees them pretending to wash a dark brown play figure 'clean' in the dolls house shower. Similarly, children's learning difficulties are sensitively and positively addressed, so that their confidence to make progress at their own pace, with support, is boosted. As a result of the childminder's insight and inclusion, children behave well in the setting and feel secure with the simple rules, such as sitting at the table for food. They are coping well with any frustrations and are learning to manage their developing emotions. 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 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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