Childminder in Halton

Inspection report for early years provision

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Unique reference number EY417201 Inspection date 04/08/2011 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 registered in 2010. She lives with her husband and two children aged 14 and 16 years. They live in the Palacefields area of Runcorn, Cheshire, close to local schools, parks, shops and public transport routes. The whole of the ground floor of the childminder's home is used for childminding. There is an enclosed rear garden for outside play.

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Description of the childminding

The childminder is registered on both the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She may care for a maximum of six children under eight years at any one time, of whom no more than three may be in the early years age range.

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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 has an effective understanding of the Early Years Foundation Stage. As a result, she promotes many aspects of the welfare, learning and development requirements with success. Consequently, children's needs are consistently met, and they are happy, secure and make good progress overall towards the early learning goals. Appropriate relationships are developing with parents, and the childminder understands the importance of establishing links with other settings children may attend in the future. Procedures for the use of self- evaluation as a tool to review childcare practice are in the early stages and the childminder demonstrates a suitable commitment to the continuous development of the setting.

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further?

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

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further?

 develop further the use of self-evaluation to assess what the setting offers as well as an evaluation of the areas for future development, taking into account parents' views  improve procedures for sharing information with parents to enable them to review their children's progress regularly and contribute to their child's learning and development record  extend the provision of resources to provide positive images that challenge children's thinking and help them to embrace differences in gender, culture, race and disability.

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the early years provision

Children are clearly protected because the childminder has a secure understanding of the signs of abuse and the procedures for reporting concerns, acting in the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 child's best interests at all times. The use of necessary safety equipment and the comprehensive risk assessments for her home and outings, which are regularly reviewed, clearly document how risks to children are minimised. Documentation to ensure children's welfare and safety is well organised and accurately maintained. The many written policies, of which parents receive a copy, make them aware of the childminder's effective practice and include the procedure for safeguarding children and complaints. The childminder is beginning to suitably reflect on aspects of her practice using less formal procedures. For example, she liaises with fellow childminders and researches childminding websites to inform her practice and

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the early years provision

promote better outcomes for children. Consequently, procedures for self-evaluation and the continuous development of the setting are an area for ongoing development.

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the early years provision

Appropriate relationships develop with parents and many positive initiatives are in place to promote the consistent care of the children. They share information initially regarding the children's welfare and development, which includes the 'introducing ourselves' document and children's record forms contained in the 'new starter pack'. In addition, they enter into verbal feedback daily and the childminder issues a weekly account of the children's meals and activities they take part in. However, more formal procedures to encourage parents to contribute to the children's learning journals and self-evaluation have not been explored fully. The childminder documents an appropriate level of parental consent for aspects of their care and activities to ensure parents' wishes are respected. Children currently cared for do not attend other settings. However, the childminder understands that establishing positive links with settings in the future would ensure consistency in

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the early years provision

the delivery of the Early Years Foundation Stage. Parent references made available for the inspection describe the childminder as 'reliable, very approachable and professional'; they comment on how pleased they are with the level of activities, days out and care children receive.

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and outcomes for children

Children are confident in the childminder's care and settle well within the welcoming, inclusive environment. The positive deployment of resources allows them be active in their learning and make decisions about their play, supporting the development of their independence. The childminder interacts positively with children and follows their lead. She talks to children about what they do, uses repetition of words to support their language development, and through questioning strives to extend their learning. She demonstrates a good understanding of the Early Years Foundation Stage and how children learn. As a result, young children explore various play opportunities that interest them and are appropriate to their age and stage of development. The childminder's positive approach to the individual planning of activities ensures a good balance of adult- led and child-initiated opportunities. In addition, the effective monthly monitoring

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and outcomes for children

sheet ensures all areas of learning are covered. Children's individual 'learning journals' contain purposeful observations to reflect the positive progress children make towards the early learning goals. They also outline their next steps to inform the planning, and links are made to the associated areas of learning. Some This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 developmental starting points obtained on entry to the setting provide a baseline from which the childminder can monitor the children's progress.

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and outcomes for children

Children take part in many learning experiences which contribute to the development of their future skills. They attend local groups where they take part in group activities and interact with others to help increase their social skills. The opportunities to develop their self-help skills enable children to feed themselves confidently and encourage their understanding of personal hygiene. Children begin to make marks using resources, such as crayons and paints, which contribute to the early development of handwriting skills. They show interest in books, which are easily accessible, and share these with the childminder or look at them independently. They begin to learn about simple technology as they explore the interactive toys. For example, they play with the play kitchen, which includes the noise of a boiling kettle, and the torch which creates an image of a bat, with sustained interest and excitement. The childminder begins to introduce young

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and outcomes for children

children to number and size language as she often refers to numbers as they play and talks about items being bigger and smaller. With perseverance they begin to solve problems for themselves. For example, when attempting to attach the tree to the building blocks, children show great delight as the childminder claps their achievement. They learn to express themselves creatively as they make window boxes from lollypop sticks for Mother's Day and paint freely. In addition, various materials are used during activities to encourage children's sensory development. They begin to play imaginatively as they dress up, assist in creating the train track and pretend to cook using the interactive play kitchen. Children have regular access to outdoor play and opportunities to develop their physical skills. For example, they visit the local park and soft play centre, and access resources in the outdoor area. Some opportunities to learn about people's differences are

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and outcomes for children

incorporated into children's play through a small number of resources, which the childminder recognises as an area for future development. They celebrate festivals throughout the year. For example, they make dragon puppets in recognition of Chinese New Year and at Easter create a 'rocking Easter chick' and bunny masks.

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and outcomes for children

Children receive a varied, healthy and balanced diet, which incorporates plenty of fresh fruit, home-made meals and regular drinks. The familiar daily routine helps children develop a good understanding of personal health and hygiene from a young age. For example, they wash their hands before meals and use antibacterial soap and individual hand towels to help to reduce the risk of cross-infection. Children learn to stay safe as the childminder makes them aware of hazards and consequences to their actions. They are involved in regular evacuation drills, which are well documented, and practise road safety when walking. Young children are happy to leave the childminder's side to explore additional resources and take her hand to lead her to what they want, indicating they feel safe in her care. Positive methods for managing children's behaviour are in place and include regular praise to promote self-esteem and confidence. Children are well behaved and responsive

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and outcomes for children

to the childminder's direction. 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 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 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 3 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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