Childminder in Cheshire West and Chester

Inspection report for early years provision

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Unique reference number EY395098 Inspection date 14/01/2010 Inspector Susan Patricia Birkenhead

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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

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 husband and two children aged eight and six years. The family live in the Blacon area of Chester close to schools, pre-schools, local facilities and transport links. The whole of the childminder's house is used for childminding purposes. There is a secure garden available for outdoor play.

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Description of the childminding

This provision is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder is registered to care for a maximum of five children under eight at any one time, no more than three of which may be in the early years age range. She is currently minding two children of whom one is in the early years age group and the second child is over eight years, both children are cared for part-time. She is also registered to provide overnight care to no more than one child under eight years. The childminder supports children with learning difficulties.

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Description of the childminding

The childminder has completed required basic childminding training and is a member of the National Childminding Association.

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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 cared for in an inclusive, very caring and welcoming environment, as a result they are safe and secure in the childminder's care. She develops a good understanding of the learning and development requirements of the Early Years Foundation Stage framework (EYFS). However the process for observation, assessment and planning of the children's learning requires some attention to ensure their progress towards the early learning goals is clearly monitored. Children's welfare needs are in the main effectively met and good relationships develop with parents and others. Although the childminder has yet to develop systems to monitor and evaluate her provision, she demonstrates a positive commitment towards the continuous improvement of the setting.

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further?

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

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further?

 extend opportunities for the children to learn about diversity and the wider world  further develop risk assessments to ensure all areas of the house children have access to are incorporated, for example, the bathroom and bedrooms  further develop the planning, observation and assesment arrangements to reflect that children are provided with activities linked to all areas of learning over a specific period of time and to effectively monitor the progress they make towards early learning goals This inspection was carried out under sections 49 and 50 of the Childcare Act 2006  develop systems for evaluating settings practices and procedures involving the parents and children.

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the early years provision

The childminder has attended safeguarding training and, as a result, has a good understanding of the indicators of abuse and the procedures to follow if there are concerns. The many written policies are shared with parents initially. These include the child protection policy, complaints and relevant checks to determine suitability are complete, therefore contributing to the safeguarding of children. The childminder effectively organises her setting, using daily checklists and relevant equipment to ensure risks to children are minimised. More detailed risk assessments, which are reviewed regularly and in the main, cover areas of the house and outings. However, the upstairs areas are not included, although children do not play in these areas, but may access them to select additional resources under supervision or use the bathroom. The childminder's appropriate organisation of records ensures the needs of the children are appropriately met, and parents'

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the early years provision

wishes are respected. The necessary detail for accidents and medication is shared with parents and the daily registers reflect the hour’s children attend.

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the early years provision

The childminder encourages the development of good relationships with parents through the positive exchange of information to approach their welfare needs with consistency. This includes discussing daily the children’s well-being, sharing the learning journey on occasion and the good level of information on display associated with the childminder's registration and training. Parents contribute to the inspection by providing a written reference which refers to the 'excellent service and communication' and the progress children make in the childminder's care.

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the early years provision

The children currently attend the local nursery and the childminder effectively involves herself in the setting on a voluntary basis. As a result good relationships develop and exchange of information ensures a complimentary approach to the delivery of EYFS learning requirements. The childminder is very committed to attending additional training and is currently in the process of completing a Heuristic play course. This contributes to the continuous development of her service and promotes better outcomes for children. The childminder lacks confidence in outlining her strengths, although she recognises some areas for future development. Systems to monitor and evaluate her practices have yet to be implemented and the childminder researches this area by using the local authority ‘Moving On’ document.

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and outcomes for children

Children are welcomed into the inclusive environment and through the effective deployment of resources they can make informed choices about their play. Children are happy and settle well as a result of the childminder's caring and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 supportive manner. As a result, children feel safe and trusting relationships develop. Emphasis is placed on children learning through play and the childminder dedicates her time to positively interacting with children. Consequently they have fun and share laughter whilst learning. An appropriate balance of adult-led and child-initiated activities motivates children's learning, promotes some independence and encourages them to become active learners. The childminder is developing her understanding of the EYFS well and uses individual learning journals to suitably record observations of the children's progress supported by some photographic

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and outcomes for children

evidence. However, the observations are not clearly linked to the areas of learning or fully outline the individual next steps in children's learning. As a result a clear picture of the progress children make towards the early learning goals cannot be fully assessed. Activity planning is in the early stages and minimal entry to the record system means that it is not clear that all areas of learning are covered in sufficient depth over a period of time.

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and outcomes for children

Children are encouraged to develop an interest in books because they are easily accessible for them to select from. Children take part in activities to encourage their creative skills; for example, they make Valentines cards and discuss the colours and name the shapes they use for collage. Children show interest and develop a good understanding of number; they count the number of cheese biscuits on their plate, use their fingers to consolidate their understanding of number and, as a result, confidently count some items to 14. They explain to the childminder that the arrows on the garage indicate up and down, therefore developing an understanding of positional language. Children further extend their imagination as they access many small world items, such as the garage and the cars; they mimic the noise the cars make and use the car wash. Children visit the local library and take part in the 'rhyme time' sessions held where they sing and

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and outcomes for children

use musical instruments to express themselves. This provides opportunities for them to socialise with others and take part in group activities. They learn to use their 'listening ears' when out for walks exploring the noises the cracking ice makes. They make visits to the supermarket and select fruit of their choice and return to prepare the fruit for snack time, supporting their understanding of healthy eating Resources to promote children's understanding of people’s differences are limited to the range of play figures that reflect disability. They celebrate more familiar times of the year through creative activities, such as making cards and Christmas cakes to take home. The childminder recognises that opportunities to extend children’s understanding of the wider world is an area for future development. All activities suitably contribute to the development of future economic skills.

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and outcomes for children

The childminder sensitively reinforces effective personal hygiene routines and promotes children's independence. She maintains good levels of cleanliness around her home, and provides individual towels and flannels for children, thereby reducing the risk of cross-infection. They are provided with a balance nutritional diet and learn about healthy foods during discussion and make visits to the supermarket, select fruit of their choice and return to prepare the fruit for snack time. Children develop their physical skills as they walk to and from nursery, take part in the interactive computers games and explore larger apparatus in the garden area. They learn to stay safe as they practice road safety, recall how they wait at the front of the house during fire drills they practice and when asked say This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 they feel safe at the childminder's house. Children’s behaviour is effectively

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and outcomes for children

managed; they develop their manners, learn to share resources and play cooperatively when other children visit. The childminder clearly recognises the children's achievements through praise and stickers awarded and, as a result, their confidence and self-esteem develop well and their behaviour is good. Children benefit from the healthy diet they receive, taking account of their preferences, and drinks are accessible to them as they play, which contributes to their good health. 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 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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