Childminder in Warrington

Inspection report for early years provision

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Unique reference number 502435 Inspection date 18/10/2011 Inspector Nicola Nolan

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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 2001. She lives with her husband and one adult child, in the Appleton area of Warrington, Cheshire. The minded children have access to the conservatory, dining room, hall and kitchen and there is a fully enclosed garden for outside play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register, to care for six children under eight years. The childminder is registered to care for a maximum of six children at any one time and currently has four children on roll. The childminder attends the local parent and toddler group, soft play centre, music group and other appropriate pre-school groups within the area. The family has one cat. 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

Children's learning is very well supported by the huge range of toys and resources available to them. The childminder works closely in partnership with parents to meet the individual needs of each child. Overall, children are making good progress in their learning and development and information about children's starting points are discussed with parents prior to the children attending. However, at present this information is not documented or used to plan learning. The childminder has effective systems to reflect on her practice and maintains continuous improvement, promoting better outcomes for all children.

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further?

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

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further?

 record starting points from parents and use as a basis to plan learning opportunities.

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the early years provision

The childminder is fully aware of her duty to safeguard the children in her care and what to do if she becomes concerned about a child. She has a visitors' book and holds a current first aid certificate. This enables her to monitor visitors and help children if they are hurt. In order to keep children safe, the childminder ensures all risk assessments are carried out in her setting and when on outings. Children are protected further because the childminder keeps an accurate log of accidents, medication that is administered and of fire drills.

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the early years provision

The childminder is committed to promoting equality and diversity and promotes this well. She ensures the children learn about differences by celebrating festivals and supporting them to take part in activities that encourage them to think how it This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 feels to be different. For example, wearing spectacles, to have a visual impairment or use crutches. The childminder supports learning practically and challenges stereotypical thinking. For example, when some children sing nursery rhymes in the car other children say "that's only for girls to sing". The childminder explains that everyone can join in.

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the early years provision

Resources support learning and are organised effectively, taking account of the children's stages of development. The childminder is committed to providing good quality care and to continually improve outcomes for children. She has good systems in place to help her self-evaluate her practice. For example, she has addressed previous actions and recommendations promptly and effectively and is committed to continually improve her practice.

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the early years provision

The childminder has a good understanding of the Early Years Foundation Stage and ensures activities promote progress towards the early learning goals. Partnerships with parents are good. The childminder shares information daily about progress and events that have taken place. Stickers to represent the six areas of learning are included into the children's development files to enable parents to understand what the children are learning. Important information about the children's starting points for learning are discussed when a child first arrives at the setting, although this is not documented or used as a basis to inform planning. Partnerships with others are effective in supporting children's specific needs and transitions to schools.

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and outcomes for children

Children are well settled and feel secure with the childminder. They benefit from a very experienced childminder who implements the Early Years Foundation Stage effectively. She records the children's achievements through observations and assessments linked to the six areas of learning. Children are provided with a broad and interesting range of activities and learning opportunities to help them achieve and enjoy.

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and outcomes for children

The childminder interacts and communicates with the children to support their learning. For example, she says "what colours have you got?" children reply correctly by saying "red, blue" and smile eagerly looking for more bricks. The childminder supports children to build with the different coloured and shaped bricks. Thus enabling them to develop their understanding of colours, shapes and develop skills of perseverance.

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and outcomes for children

The children are encouraged to develop their own creative ideas through play. For example, they choose to play with a push down fire engine. The childminder says 'nee naw' and the children repeat this. The children then try to take the play people out of the engine and fit the engine into an empty brick tub. This shows they are creatively learning about capacity and developing their fine physical skills.

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and outcomes for children

Children are developing good language skills as they share books and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 communicate with a supportive childminder.Information and communication technology resources are available for children in the different age groups. They choose to play with the electronic snakes that pop up and down, and enjoy bashing them down with the hammer.This supports their understanding of technology and develops good skills for the future. The children learn about the changing weather as the wind and rain howl outside on the conservatory windows and the childminder draws their attention to it. She asks questions to make them think such as 'it's not very nice out there, is it?' She then sings 'I hear thunder'. Children go on outings to the local park, feed ducks, visit water gardens and see the red squirrels. This means that children are developing a very good awareness

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and outcomes for children

Children's health and well-being is promoted successfully. Exercise and a healthy menu mean the children are well supported to develop a healthy lifestyle. Children enjoy outdoor play and are encouraged to understand that physical exercise is good for their bodies.

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and outcomes for children

Children's personal hygiene skills are well developed because there are well established daily routines in place. They have individual towels and regular hand washing is promoted. Visual prompts remind children to wash their hands. Children's behaviour is good and reflects the role model provided by the childminder.

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and outcomes for children

Celebrations of many different festivals support learning about different cultures and reflect diversity positively. Overall, children are making good levels of progress towards the early learning goals in all areas of learning. 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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