Childminder in Halton

Inspection report for early years provision

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Unique reference number EY433422 Inspection date 13/02/2012 Inspector Sheena Gibson

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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 husband and three children, two aged five and one aged seven years, in Runcorn, Cheshire. The whole of the ground floor of the property is used for childminding, along with the bathroom and spare room on the first floor. There is a fully enclosed garden available for outside play. The family has three pet guinea pigs and a dog as pets.

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Description of the childminding

The childminder is registered by Ofsted on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register to care for a maximum of three children under the age of eight years at any one time, all of whom may be in the early years age range. There are currently three children on roll who are within the early years age group, all of whom attend on a part-time basis. The childminder is able to take and collect children from local schools and pre-schools. She is a member of the National Childminding Association and is currently working towards a level 3 early years qualification.

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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

Children's individuality is recognised by the childminder, and therefore their care and learning needs are suitably supported. Systems to support their learning sufficiently help them to make satisfactory progress. The childminder has a sound understanding of how to keep children safe, and written documentation is generally supportive of this. Effective partnership working means that children benefit from the information shared with the childminder in order to support their needs. Early systems for self-evaluation and plans for future improvement suitably support the childminder's continuous improvement.

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further?

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

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further?

 carry out regular observations and analyse these to identify and plan for individual children's next steps across the areas of learning  maintain the record of risk assessment effectively so that it includes everything with which a child may come into contact  improve the maintenance of records required for the safe and efficient management of the Early Years Foundation Stage and for ensuring that children are safeguarded and their needs are met  build on methods for self-evaluation to identify strengths and weaknesses of the provision in order to effectively support continuous improvement. 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 has a sound understanding of safeguarding children. She is able to identify the signs and symptoms of abuse and has developed policies and procedures that support her in safeguarding children effectively. The home environment is safe and secure. The childminder has undertaken risk assessments and has begun to keep records. However, not everything that a child may come into contact with is recorded and effectively assessed. The childminder ensures children's safety on outings. For example, they travel safely in the correct car seats and the childminder maintains appropriate insurance. She has a positive attitude to personal development and has completed the required training. She is suitably reflective and this has enabled her take steps to improve her provision. For example, she reorganised the environment so that toys are more accessible to children. However, her self-evaluation is very informal and as a result there are

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the early years provision

some weaker aspects that have not been identified and effectively addressed.

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the early years provision

The childminder has developed a range of documentation, including records and written policies and procedures. However, some documentation, such as children's information records, lacks important detail and so is not fully effective in promoting children's welfare. Partnerships with parents are good. Parents receive some useful information about the provision, both verbally and in writing, with some information, such as the Ofsted poster and the childminder's registration certificate, being displayed on the wall. Her policies and procedures are shared with parents so that they are aware of certain factors that impact upon their children and their care is consistent. Parents are also consulted about changes to the provision. The childminder has begun to develop partnerships in the wider context. She regularly liaises with another childminder to support consistency for children's care and learning.

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the early years provision

The childminder suitably promotes equality and diversity. She follows the routines of individual children and recognises that they develop at their own rate. All children are able to play with the activities as there is no gender stereotyping. Children are given opportunities to recognise diversity and difference. For example, a computer programme in French enables them to experience another language. The deployment of resources means that all children have a well-organised indoor space where they are able to easily access the activities that are on offer. The childminder is effective in giving sufficient time to all children in order to support their needs.

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and outcomes for children

The childminder has a suitable understanding of the Early Years Foundation Stage learning and development requirements. This helps children to make satisfactory progress while they are in her care. For example, she asks a series of open questions to extend children's vocabulary and thinking. The environment supports their growing independence, as the organisation of the indoor playroom effectively This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 promotes active learning. Children are able to move freely around the room, making their own decisions from the available toys and activities. The childminder has a suitable understanding about individual children's stages of development in specific areas, such as mobility and early literacy. However, she is not carrying out regular observations and effectively analysing these to identify children's next steps. Therefore, the system is not fully successful in supporting progress across

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and outcomes for children

the different areas of learning. Nevertheless, children thoroughly enjoy their day and have plenty to do to support their developing skills.

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and outcomes for children

Children are very confident in the setting and they sing spontaneously as they play, demonstrating their delight. Older children are developing their problem- solving skills as they work together to construct a train track. They are able to work out how the pieces of track fit together and talk to the childminder about what shape they are going to create. Babies enjoy watching the trains move along the track and work out what can and cannot fit into the trucks. Language development is promoted through questioning from the childminder and encouraging children to think about their response. Babies are encouraged to find their voice and to copy sounds. Children are creative and use their imagination when playing with the play mats. They pretend to be walking around the town and talk about what they will find there. They also freely access different media in order to design a picture, which receives high praise from the childminder. Children

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and outcomes for children

access the computer and are beginning to develop the skills to move and click the mouse. Babies enjoy the sensory experiences of light and sound toys as well as the 'touch and feel' books.

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and outcomes for children

The childminder takes positive steps to minimise the risk of cross-infection. The home is maintained in a clean condition and children have appropriate hand washing facilities. There is a sick child policy that informs parents that their child cannot attend if they are unwell. Children eat well and the childminder uses mealtimes as an opportunity to talk to them about healthy eating so that they can take some responsibility for their own good health. They have plenty of exercise in order to promote their health and well-being. For example, they play in the garden, climb and balance at the local parks and walk around the local community, effectively supporting their health and development.

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and outcomes for children

Children clearly demonstrate a feeling of safety in the environment. Babies are encouraged to play safely in the home. In addition, older children are learning about keeping safe through, for example, road safety. Children are learning to be kind to each other and understand the importance of understanding and tolerance. They behave well, with older children being keen to help the babies. They join in with activities, such as constructing the train track, which results in an activity that they all can enjoy. 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 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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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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