Childminder in Cheshire East

Inspection report for early years provision

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Unique reference number EY418914 Inspection date 29/09/2011 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 2011. She lives with her three adult daughters and her granddaughter who is 17 months old. The family live in the Alderley Edge area of Cheshire, close to local facilities, schools and transport links. The whole of the ground floor is used for childminding purposes. There is a fully enclosed garden available for outside play. The family has two dogs.

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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 two may be in the early years age group. She is currently minding two children within the early years age group. Children are cared for on a part-time basis. The childminder is registered to provide overnight care.

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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 is developing a positive understanding of the welfare, learning and development requirements. Consequently, children make good progress towards the early learning goals and their individual needs are successfully met. She provides a warm, caring approach to the children's care within an idyllic, welcoming setting. The childminder develops positive relationships with parents who play an inclusive part in their children's care and learning. None of the children currently attend other settings. The childminder uses the Ofsted self- evaluation form well to reflect on her practice and makes reference to some aspects for continuous improvement.

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further?

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

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further?

 improve procedures for sharing information with parents to enable them to contribute to their child's learning and development record  develop further children's observations to clearly reflect their next steps and link them to the associated areas of learning  provide positive images that that challenge children's thinking and help them to embrace differences in gender, ethnicity, language, religion, culture, and disabilities.

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the early years provision

The childminder has a secure knowledge and understanding of her responsibility to protect children. This is clearly outlined in the written safeguarding policy. Although no reference is made to the procedures followed should allegations be This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 made against herself or her family, the childminder is able to demonstrate this through discussion. Risks to children are effectively minimised. For example, necessary safety equipment is in place and informative risk assessments outline hazards and how they are minimised. In addition, the childminder continually talks to the children about hazards and dangers, to develop their awareness of how to stay safe. Consequently, children are effectively safeguarded. The childminder organises her records well to respect confidentiality and accurately record information. She demonstrates an appropriate commitment to maintain continuous

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the early years provision

improvement. Her ambition and drive to provide outstanding care has resulted in enrolling on professional childcare training. The childminder uses the self- evaluation form well to reflect on her good practice, clearly outlining the impact on the children as well as some plans for the future development of the setting. None of the children currently attend other settings, although the childminder has a suitable understanding of how links could be developed as this changes in the future. Information exchanged via the parents of the child's involvement with outside agencies contributes to their learning and development effectively.

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the early years provision

The childminder develops positive relationships with parents. She welcomes their views and makes changes to her practice accordingly. For example, the 'day sheets' have been introduced to reflect their child's day and well-being. A good exchange of information initially makes the childminder aware of the children's developmental starting points and routines. Parents review the content of the observation file for their child, although they do not contribute. The many written policies are shared with parents who receive a copy, therefore making them aware of the childminder's effective practice, including safeguarding, complaints and information about the Early Years Foundation Stage. Information regarding the procedure for missing and uncollected children is shared verbally on entry to the setting. Parents contribute to the inspection through the very positive written reference received. They say they are 'absolutely thrilled' with the childminder and

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the early years provision

describe the changes in their child as 'amazing'. They compliment the activities and the development of children's confidence since attending the childminding setting and describe the 'wonderful feeling' when they see them 'so happy' in her care.

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and outcomes for children

Children settle well in the childminder's care, where they are happy and secure. The suitable deployment of resources enable children to actively make choices during free play and support the development of their independence. They select materials that interest them to support and extend their learning effectively. The childminder positively interacts by involving herself in children's play and activities. She effectively communicates with children throughout to support and guide their learning and encourage them to have fun. Planning of activities is informal and approached flexibly, incorporating the more structured times of the routine for sleeps, meals and the children's interests and next steps in learning. Children's observations are regularly completed and monitor the good progress they make. Children's individual interests, aspects of what they can do and some next steps are incorporated. However, entries are not linked to the Early Years Foundation

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and outcomes for children

Stage to ensure all areas are covered in sufficient depth. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children develop future skills because they are encouraged to develop their interest in books, make marks using different resources, count during everyday activities and use electronic resources, such as telephones. Opportunities to promote children's understanding of the natural world are an aspect of the idyllic setting. For example, they can watch the birds nesting in the box and collect apples and blackberries that grow in the garden. In addition, they nurture and grow sunflowers and herbs. Many opportunities allow children to develop their creativity and they learn to use a variety of different media. For example, they use recycled materials for model-making, explore the texture of paint from a young age and make pictures using different collage materials. They are introduced to

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and outcomes for children

different times of the year and the wider world to promote their understanding of diversity. For example, they plan to celebrate Halloween by holding a 'Pumpkin party'. They decorate eggs at Easter and learn about Hanukah through discussion and books. However, resources to further support children's understanding of people's differences in society are limited to the books. Many worthwhile activities contribute to the development of the children's physical skills and well-being, which include Yoga. They play ball outdoors to develop skills for throwing and catching, explore larger apparatus when they visit the park and manoeuvre sit- and-ride toys indoors and outside.

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and outcomes for children

The written menu the childminder follows outlines her commitment to the provision of a healthy diet. This incorporates a wide range of home-cooked meals, some organic produce and fresh fruit. Children actively contribute as they help make cheese straws to eat at snack time or bake organic bread. Children learn to stay safe because they regularly practise fire evacuation and discuss aspects of safety, such as crossing the road. Young children indicate that they feel safe in the childminder's care as they leave her side to explore the environment and sleep soundly before or after lunch. They learn about acceptable behaviour through the childminder's effective intervention, which supports the development of their self- esteem and confidence. For example, their good behaviour and achievements are recognised through constant praise and issuing of a star they proudly add to the wall chart. As a result, they behave well, learn to play cooperatively, share

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and outcomes for children

resources and are responsive to the childminder's requests. Effective routines are followed during nappy-changing. In addition within the routine daily, children develop a good understanding of personal health and hygiene to minimise the risk of cross-infection. 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 3 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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