Childminder in Cheshire East

Inspection report for early years provision

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Unique reference number 304586 Inspection date 24/02/2012 Inspector Emily Wheeldon

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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 1996. She lives with her husband and child aged 15 years in Macclesfield. The whole of the downstairs and the bedroom on the first floor is used for childminding. There is a fully enclosed garden for outside play.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time, no more than three of whom may be in the early years age range. She is currently minding four children in this age group in part-time places. She also offers care to children over five years. The childminder is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder collects children from the local primary school and goes to several toddler groups regularly. The childminder holds an Honours degree in Childhood and Youth Studies. She also holds a diploma in Childhood and Youth Studies and a certificate in Early Years Practice. She is a member of the local childminders group.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

Children thrive in this nurturing, welcoming, and highly effective setting. The childminder is exceptional at promoting inclusive practice as she truly recognises the uniqueness of each child and works to a consistently high standard to cater for different needs and learning styles. Children's welfare is successfully promoted and sustained by outstanding partnerships with parents and others to ensure continuity of care. The childminder's capacity for sustained improvement is outstanding. She strives for improvement through self-evaluation in order to sustain a positive impact on the expert care provided for children within her childminding service.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 attending further training to support the individual needs of children with special educational needs and/or disabilities.

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the early years provision

Robust safeguarding procedures and policies ensure children remain extremely safe and secure within the setting. The childminder has been on safeguarding training and is fully aware of the correct procedures should she be concerned about a child. Highly effective risk assessments, safety checks and the childminder's vigilance ensure children are cared for in a safe and clean This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 environment. The premises are welcoming and maintained to a high standard. Outings are carefully planned for and the childminder takes expert precautions to keep the children safe. For example, children wear reins and wrist reins.

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the early years provision

The childminder is well qualified and has superb knowledge with regard to the Early Years Foundation Stage and uses this to support all children's learning and development. She has been on an extensive range of courses about child development and is attending some specialist training to support children with sensory impairments. This further enhances her practice and meets the needs of children with additional needs. The childminder places inclusion at the heart of everything she does in her setting. For example, sensory resources used to support children who are visually impaired are hand-picked to meet their individual needs. The childminder has purchased cat toys which are tactile and the perfect size for little hands. She has superb links with outside agencies including the sensory inclusion team, speech therapists and occupational therapists. The childminder and agencies work closely together to prepare and deliver individualised play plans and

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the early years provision

agencies demonstrate to the childminder how to use specialist equipment. As a result the complex needs of children are met exceedingly well.

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the early years provision

The childminder has a clear vision and has high expectations about securing improvement. She has had an extension built downstairs and has made adaptations to make her setting more inclusive. For example, the front door has been adapted to accommodate double buggies and wheelchairs.

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the early years provision

Partnerships with parents are extremely well established from the start, with an induction programme of visits appropriate to each child's needs. The childminder is very committed to working with parents to meet the individual needs of children. For example, parents share strategies they use at home to deal with challenging behaviours such as tantrums. The childminder adopts the same strategies in her setting, so there is excellent continuity of care. Information about children's learning and development is shared on a regular basis through communication diaries and developmental records. Parents are always invited to comment about their child's progress. Seeking the views of parents enables the childminder to continuously improve and ensures she provides a service that meets everyone's needs. Excellent working relationships with the local primary school and the childminding team ensure continuity of approach and the best possible support for

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and outcomes for children

Children make excellent progress in their learning through the expertise of the childminder and the provision of high quality resources and facilities. They are cared for in a bright and highly stimulating environment both indoors and outside. The outside area in particular is very well resourced with an extensive range of equipment to challenge children's physical skills. Planning is intrinsically linked to the interests of the children and there is an excellent balance of adult-directed and child-initiated activities. Detailed and highly accurate observations and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 assessments are used very effectively, ensuring all children achieve as much as they can in relation to their starting points and capabilities.

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and outcomes for children

Children are extremely well settled and confident in the setting. For example, they are exceptionally chatty and interested when they talk about members of their family. All children have a very close relationship with the childminder because she ensures their needs are met. For example, young children snuggle in for comfort when they are feeling tired. Opportunities to support children's skills in writing are incorporated in activities, such as children tracing their fingers through flour to make marks. Innovative use is made of the garden area, giving children a breadth of opportunities to help develop their problem-solving, reasoning and numeracy skills. A long piece of flexible piping is transported by children around the side of the garage, thus challenging children's thinking about how to negotiate it around a tight space. Children initiate their own learning through discovery and are given opportunities to explore their senses. They giggle with delight because they are

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and outcomes for children

free to experience the sensations of sensory objects, such as feathers touching their cheeks and holding light-up balls which vibrate.

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and outcomes for children

Young children very confidently attempt to walk and explore their surroundings, holding onto furniture for support. Light-up toys are available for children to use and children enthusiastically take photographs of models they have made; developing their skills in information, communication and technology. This also equips them with very good skills for the future. Resources and activities that promote equality and diversity are used very effectively to support children's understanding of different cultures and beliefs. For instance, children sample Indian sweets and make colourful chalk pictures to celebrate Diwali. They learn about growing processes as they plant and tend fresh produce in the garden and look forward eagerly to picking and eating fresh fruits and vegetables.

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and outcomes for children

Children show an excellent understanding of keeping healthy and the factors that contribute towards maintaining their health. For example, young children help themselves to drinking cups of water when they are thirsty. Children benefit from highly nutritious snacks of fruit and healthy meals provided by parents so children's dietary requirements are fully met. Children are extremely independent and confident about expressing their needs. For example, young children inform the childminder that they would like a 'nana' to eat. Children enjoy fresh air and an extensive range of physical activities outdoors. Children behave very well and know the boundaries about not climbing on furniture from the childminder. Through well-organised routines children are very confident and settled. Children know how to keep themselves safe. For example they know they must wear reins when out and about. 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 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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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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