Childminder in Halton

Inspection report for early years provision

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Unique reference number 303421 Inspection date 22/02/2011 Inspector Michele Villiers

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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 assesses 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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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 1995. She lives with her husband and their five children, three of whom are adults and two aged 11 and 14 years, in Widnes, Cheshire. The ground floor designated play room and kitchen are used for childminding. There is an enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools.

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Description of the childminding

The childminder is registered to care for a maximum of four children under eight years at any one time, of whom no more than three may be in the early years age range. There are currently two children attending who are within the Early Years Foundation Stage. The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. The childminder 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 good.

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The overall effectiveness of the early years provision

The childminder provides a welcoming family home with designated area for play in an inclusive environment. The children freely access a wide range of toys and make good progress in their learning and development. Effective methods have been introduced to monitor the children's progress, with some systems to identify their abilities when they first start. Close relationships have been forged with parents and other settings that children attend in order to ensure continuity of care. All safety measures are in place, and daily checks help to minimise any potential hazards. The childminder is committed to maintaining continuous improvement and has started to use self-evaluation to identify areas for development.

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further?

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

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further?

 build on self-evaluation to identify areas for improvement and use as the basis of ongoing review, with meaningful contributions from parents  extend the systems used for monitoring the children's progress and obtaining initial information about their abilities when they first start, through a regular two-way flow of information with parents.

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the early years provision

The childminder has a good understanding of child protection issues and knows what to do should she have any concerns about a child. She has comprehensively written policies and procedures on safeguarding issues, and shares these with parents. Regular risk assessments on the home and prior to outings help to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 minimise hazards and protect children from harm. The home is very well maintained and the childminder sets high standards of cleanliness to help prevent the spread of infection.

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the early years provision

The designated play room is conducive to children's learning with good deployment of toys and resources. Parents are kept well informed about their child's routine through daily discussion and written documentation. The childminder demonstrates a strong commitment to improvement and regularly attends training workshops to better the outcomes for children. She evaluates her provision through observation and has a good awareness of her strengths and areas for improvement. She has completed the Ofsted self-evaluation document but does not always use this as a basis of ongoing review with contributions from parents. Recommendations have been successfully met since the last inspection in order to further safeguard children. Hazardous kitchen utensils are now appropriately stored and administered medication is accurately recorded.

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and outcomes for children

The childminder has a good understanding of how children learn through play. She provides varied and interesting activities based on the children's interests, helping them to develop good skills for the future. Observation is used well to monitor the children's progress and the childminder is knowledgeable about each child's abilities. She has started to record their development and next steps, although this is in the early stages. Initial profiles are formed through discussions with the parents when children first start, but the information is not clearly linked to the development records.

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and outcomes for children

The childminder is very enthusiastic in her approach and uses every opportunity as a learning experience. For example, when baking biscuits children explore their senses and discuss the different textures as they combine butter, flour and water. They talk about shape as they create round ball shapes with the dough, and then count how many biscuits they have made. The children's independence is promoted well as they help themselves to toys and resources, and learn to dress for outdoor play.

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and outcomes for children

The children develop a keen interest in books. They excitedly re-enact stories with supporting materials to reinforce their learning and promote their language and literacy skills. For example, following a story about a bear hunt, they play with laminated bear paw print patterns on the floor. They count how many prints and find the corresponding written numeral. The childminder uses repetitive language with babies and young children, with clear and concise diction.

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and outcomes for children

An excellent range of toys and resources are provided which reflect diversity and help children become aware of, and respect, differences. They access multi-faith puzzles, books reflecting positive images of culture, gender and disability, and ethnic dolls. The local toy library is also used to further complement resources. Children delight in electronic toys. They learn to skilfully manoeuvre a remote controlled toy dog, pressing forward and reverse buttons. Babies chuckle as they This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 discover the visual and sound effects produced by small musical toys. The children develop well in their mathematical skills, counting, calculating and problem solving throughout play and practical activities.

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and outcomes for children

The children adopt healthy lifestyles and learn about the importance of personal hygiene. They each have their own towel to minimise cross-infection, and displayed picture images remind children about the importance of hand washing. Nutritional snacks are provided and children help themselves to drinks of water to quench their thirst. Physical exercise is part of the daily routine and children enjoy playing in the garden. They develop balance, coordination and strength as they practise pedalling wheeled toys. During play the children are reminded about safety and how to keep themselves safe, and on outings they learn about road safety. The children develop a strong sense of belonging and feel very secure because of the close relationship with the childminder and good organisation of routine. 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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Early Years Foundation Stage

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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