Childminder in Cheshire West and Chester

Inspection report for early years provision

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Unique reference number EY266489 Inspection date 11/05/2011 Inspector Sue 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 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 2003. She lives with her husband and child aged five years. The family live in the Winsford area of Cheshire close to local facilities, schools and transport links. The whole of the house with the exception of the main bedroom is used for childminding purposes. There is a fully enclosed garden available for outside play. The childminder has a cat and a mouse as pets.

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Description of the childminding

This provision is registered by Ofsted on the Early Years Register and on both parts of the Childcare Register. The childminder is registered to care for a maximum of five children under the age of eight years at any one time of whom three may be in the early years age group. When minding with her assistant she may care for no more than five children under eight years of whom six may be within the early years age group at any one time. She is currently minding 14 children of whom five are within the early years age range. Children are cared for on a part-time basis. The childminder is a member of the National Childminding Association and holds a relevant childcare qualification.

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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

Children are happy, secure and develop a sense of belonging within the positively inclusive and welcoming environment. The childminder develops a good understanding of the welfare, learning and development requirements on the whole, which supports the good progress children make towards the early learning goals. Positive relationships are developed with parents to ensure a consistent approach to the children's care and the childminder clearly recognises the importance of developing positive links with other settings children attend. The childminder has a healthy attitude towards the development of her service and takes positive steps which actively contribute to the evaluation of her setting. Consequently, she continually strives to promote better outcomes for children.

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further?

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

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further?

 update the risk assessment to include any assessments of risks for outings and trips  record details of the regular evacuation drills practised with children  promote further the systems in place to encourage parents to contribute to their child's learning and development record. 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 effectively safeguards children because she is fully aware of the procedures for protecting children from abuse and reporting concerns. She updates her knowledge through the additional training she attends and shares her written policy with her assistant and parents. The childminder's home provides a safe environment for children. The health and safety document and visual daily checks she completes are regularly reviewed to ensure risks to children are minimised both indoors and outside. However, risk assessments for outings are not documented. In addition, children wear a 'security tag' to reflect the childminder's contact details on visits further a field in the unlikely event of them becoming separated. The childminder generally organises her records effectively to promote a continuous approach to children's welfare, although details of the emergency evacuations they practise are not recorded. Self-evaluation takes into account the

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the early years provision

views of children, and parents and effectively identifies strengths and weaknesses through the use of the Ofsted self-evaluation form and the local authority moving on document. As a result, the childminder is able to show what improvements have been made to the provision to promote better outcomes for children. In addition, she attends some additional training, and discusses practices with her assistant. The previous recommendation raised at the last inspection has been addressed to further safeguard children. Consequently, the childminder maintains an effective approach to the continuous development of the setting.

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the early years provision

Partnerships are well established with other settings the children attend. This supports a complementary approach to the delivery of the Early Years Foundation Stage. Communication takes place between providers supporting individual children to ensure information is regularly shared and used to promote children's achievement and well-being. Positive relationships are developed with parents and they are kept well informed about their children's achievement, well-being and development through the verbal exchange of information and the sharing of their child's learning journey. They are able to contribute to children's learning journeys by choice; therefore comments are not regularly recorded. Regular newsletters issued make parents aware of the planning of activities and other relevant information. The welcome pack shared initially and the policies in place make them aware of the childminder's effective procedures to ensure children's safety and

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the early years provision

welfare. It incorporates the childminder's formal childcare qualification, additional training and the suitability of all adults.

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and outcomes for children

The childminder and her assistant work well together and through their quality interaction and well organised routines young children become secure and develop their confidence. They happily leave the adults side to play independently as well as seek out their help during play. The childminder's good knowledge of the learning and development and welfare requirements effectively supports children's care, learning and the development of their future skills. An interesting, well- This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 equipped, and welcoming environment successfully reflects children's backgrounds and the wider community. They celebrate various festivals throughout the year and visit many places of interest, therefore helping children to understand the society they live in. The good deployment of resources supports children's learning and development. In addition the resource directory enables children to make

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and outcomes for children

alternative decisions about their play, which promotes their independence. Free play opportunities are planned for daily, and themes and topics the childminder follows ensure a good balance of child-initiated and adult-led activities. Information about planning is clearly documented, accessible to parents, linked to the areas of learning and children's individual next steps in learning. Many purposeful observations linked to photographic evidence and children's artwork make up their learning journey. Entries are clearly linked to all areas of learning and the summary assessments bring together the good progress they make towards the early learning goals.

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and outcomes for children

Children engage with sustained interest in many worthwhile experiences taking into account all areas of learning both indoors and outside the setting. When children are asked, 'what do you like best at the childminder's house', they say 'everything'. They actively learn about the natural world as they visit the farm, which they enjoy and they plant and grow various vegetables, fruit and flowers in the garden. Children show interest in the progress the plants are making and they know they need water to make them grow. Children explore their senses well as part of the planned themes. For example, they explore different textures, such as flour, jelly and cooked pasta. This promotes children's communication as they describe what they see, feel and smell. Children's interest in books is actively encouraged, which supports the development of their literacy skills. For example, they select books of their choice for group story times and visit the local library

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and outcomes for children

weekly to select books on loan. Through effective interaction children's interests in stories is sustained and they respond well to questions the childminder asks. Children learn to give meaning to the marks they make as their pictures are annotated by the childminder. They learn about the letters and sounds that make up their name through the display of words around the setting. Regular reference to number during play encourages children to sort and match the pieces of the train track, compare number references on the instructions and clearly recognise written number. Opportunities to promote children's understanding of basic addition are explored through questions the childminder asks. A variety of opportunities enable children to express themselves creatively. For example, regular music times and imaginary play as they pretend to row the boat outdoors, dress up and make meals in the imaginary kitchen. They use many resources that

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and outcomes for children

include recycled materials to make models and they enjoy messy play experiences using paints and collage materials.

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and outcomes for children

Children demonstrate a clear understanding of how to stay safe independently of adult prompts. For example, they say 'we cannot go past the black line', due to the boundaries the childminder establishes regarding their restricted access to the kitchen area. Children refer to the kitchen as 'dangerous'. Older children say they feel safe at the childminder's house. Children are taught to keep themselves safe as they discuss road safety, stranger danger during outings and they regularly practise emergency evacuation. They adopt good personal hygiene routines and know they use anti-bacterial gel to clean their hands to remove germs before This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 handling food. The provision of individual towels labelled with their initials minimises the risk of infection to children. Children engage in a wide range of physical activities, both indoors and out, increasing their understanding about the

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and outcomes for children

importance of regular exercise as part of maintaining a healthy lifestyle. Positive methods are used to manage children's behaviour and the childminder and her assistant acknowledge children's achievements through regular praise. Consequently, children are well behaved and develop good self-esteem. 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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