Childminder in Cheshire East

Inspection report for early years provision

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Unique reference number 304805 Inspection date 13/05/2010 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

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 one daughter aged 13 years. The family live in the Leighton area of Crewe. Most areas of the property are used for childminding purposes. There is a secure garden available for outdoor play. Family pets include one dog.

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Description of the childminding

The childminder is registered 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, three of whom may be in the early years age range. There are currently seven children on roll aged from two to nine years. Of these, four are within the early years age range. The childminder supports children with special educational needs and disabilities and is able to support children who speak English as an additional language. She operates all year round.

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Description of the childminding

The childminder holds an appropriate level three qualification in Early Years.

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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

The childminder meets each child's individual needs well and provides equal opportunities for them to progress at their own pace. She supports their care and education through suitable home-based play and experiences and the outcomes for them are good. The effectiveness of partnerships and children's individual learning is compromised because there are no clear records or assessments to ensure that care and education for each child is consistently planned and provided. Similarly, safeguarding, complaints and other required procedures are not effectively communicated to parents. The childminder attends training, but does not undertake reviews of her practice to identify improvements which are necessary to meet the requirements of the Early Years Foundation Stage.

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further?

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

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further?

 put in place a written procedure for dealing with concerns and complaints from parents and ensure that there are effective procedures in place for safeguarding, missing or uncollected children, equality of opportunity, special educational needs, and behaviour management (Safeguarding and promoting welfare)(also applies to the Childcare Register) 14/06/2010

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further?

 use effective risk assessments for home, garden and outings and maintain a record of the aspects to be checked on a regular basis, including when and by whom they have been checked (Suitable premises, 14/06/2010 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 environment and equipment)(also applies to the Childcare Register)  observe, assess and plan for children's next steps towards the early learning goals and share plans with parents and other involved childcarers to promote consistent and complementary care (Assessment arrangements). 14/06/2010

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further?

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

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further?

 display the certificate of registration and public liability insurance, and record details of fire evacuation drills, including any problems encountered and how they were resolved  ensure that the daily record of children's attendance is kept accurate and up- to-date in case of emergency  engage in regular cycles of self-evaluation and review, in order to plan and implement continuous improvements.

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the early years provision

The practical day-to-day steps taken to safeguard children are satisfactory. The childminder is vigilant in conducting visual checks of the house and garden. She shows good regard to the security of gates and doors, and hygiene in relation to the dog. Children are cared for by the childminder's husband in the event of an emergency and are drilled about what to do if the premises must be evacuated. However, no log of fire drills is kept and records of children's attendance are not completed as they arrive and depart, to ensure that the record is always accurate. No risk assessments have been devised for use at home or for outings to ensure that safety is prioritised. Parental agreements and child detail forms contain all the necessary information and parental consents, but the registration certificate and public liability insurance are shown to parents rather than displayed as required. The childminder does not keep a portfolio of certificates, policies and information

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the early years provision

to share with prospective families and instead relies on discussion to convey the detail of her practice. This means that parents do not have clear information to refer to about her childcare policies or the safeguarding and complaints procedures. Nevertheless, the childminder has attended training and is confident about child protection. She gives parents a general policy about this, but it is not specific to her setting and does not give the relevant local safeguarding contact information.

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the early years provision

The childminder has a good understanding of how the six areas of learning relate to everyday activities, routines and play and she provides well for children's progress. She reviews and adds to her resources to ensure that children are well stimulated and interested by diverse and open-ended toys, games, materials and equipment. Most things are stored away rather than set out for easy choice, but children are encouraged to look in the cupboards and bags for the things they want. The childminder has not made any documented observations, assessments This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 or individual progress plans for children to ensure that they are encouraged to take their next steps and make good progress. She does liaise with parents, pre-schools and other settings where children also attend, but no clear joint planning or assessment takes place regarding children's needs, starting points or subsequent

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the early years provision

priorities. This hinders consistent and complementary working. Nevertheless, the childminder shows continuing ability and commitment to know and meet each child's needs through genuine warm bonds and she tries to support parents when they indicate that they want this. She ensures that all children learn to value diverse cultures and plans activities which assist children in learning to accept and value one another's differences.

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the early years provision

The childminder has completed professional childcare training and has acted on the recommendation from the last inspection to develop outdoor play opportunities. One of her strengths is her enjoyment of training and web-based research which focuses upon play practice and resources that benefit children's learning and development. However, she does not engage in formal review or self- evaluation. As a result, she has not identified all the requirements of the Early Years Foundation Stage.

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and outcomes for children

Each of the children attending are well stimulated and enjoy warm relationships with the childminder. Their personal, social and emotional development is good because they are secure and nurtured through having cuddles, laughing and playing hide and seek games together. They know their daily routines and the balance of time at toddler groups, with relatives or with the childminder. They can play imaginatively on their own with small world figures or discover and play one- to-one with the childminder and other children. The childminder extends and develops two-year-old children's skills as they play with the new bells and stacking buckets. Their communication, language, literacy, problem-solving and knowledge and understanding of the world are particularly enhanced. For example, they listen and compare the tones, match the colours of the buckets with the bells, and see if the bells will balance on top or fit inside. Outside, they discover and discuss their

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and outcomes for children

shadow and why it is not always there. At home the childminder uses puppets and props to excite children's interest and participation in books and stories.

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and outcomes for children

Children are learning to make a positive contribution. They are acquiring good skills for the future as they take part in daily routines, such as, sorting the recyclable rubbish, fetching their own tissues, coats and shoes, and learning to say 'please' and 'thank you'. They take part in role play and mimic going to the shops and carrying home the shopping, developing clear speech and a wide, confident vocabulary. They are learning to value one another's differences and how to play cooperatively. The older children help younger ones build a den to play in and they notice each others differences as they draw and paint around one another's hands and feet. The childminder weaves in extra focus in areas where individual children need extra help or challenge; perhaps with reading, mark making or social skills. She creatively uses children's special interests to engage them and allows them choice in choosing some new resources. Books and props are used to put across

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and outcomes for children

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 key behaviour messages, for example, about sharing. As a result, children feel included and valued and are making sound progress.

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and outcomes for children

Children are creative and imaginative and can play on a large and active scale outdoors - building dens, experimenting with water, role playing with the kitchen, picnic and doctor's sets, or playing hopscotch and riding on the tricycles. They eat healthy food and enjoy sociable picnics together on the rug, sharing and passing the chopped cucumber, carrot and fruit from the rotating serving tray. They often engage in messy creative play outside and take home Easter boxes, bookmarks and masks they have made and played with. They learn about various cultural festivals and enjoy playing with dolls, puzzles and play figures that show positive images of people from around the world. They know where things are around the home and confidently ask for the toys they want, such as the Noah's ark toy or the recycling hero transformer figure. They enjoy using favourite toys from home too, perhaps playing in different ways, using the binoculars to investigate closely or

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and outcomes for children

mixing the fire engine and happy street fairground figures to create a complex imaginary story. 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 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: Not Met (with actions)

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Not Met (with actions)

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Annex B: the Childcare Register

The registered provider does not meet the requirements of the compulsory and or voluntary part/s of the Childcare Register.

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Annex B: the Childcare Register

To comply with the requirements of the compulsory part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 take action as specified in the early years section of the report (CR5.4, CR7.1, CR9.1, CR15.1). 14/06/2010

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Annex B: the Childcare Register

To comply with the requirements of the voluntary part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 take action as specified in the early years section of the report (CR5.4, CR7.1, CR9.1, CR15.1). 14/06/2010

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