Childminder in Halton

Inspection report for early years provision

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Unique reference number EY416242 Inspection date 03/05/2012 Inspector Andrea McGanity

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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 2010. She lives in the Widnes area of Cheshire, with her partner and child aged nine years old. On the ground floor, there is a playroom and toilet. On the first floor, the living room and kitchen are used for childminding. There is a secure and fully enclosed garden for outdoor play. The family have a pet dog and fish.

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Description of the childminding

The childminder is registered to care for a maximum of five children under eight years, of whom, no more than three may be in the early years age range and of whom, no more than one may be under one year old. There are currently six children on roll, all of whom are within the early years age group. The childminder also offers care to children aged over five years. She is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder is a member of the National Childminding Association. She is supported by a childminding support worker from her local authority. The childminder takes the children to places of interest in the local area.

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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 thoroughly enjoy the time they spend in the safe, inclusive environment. The childminder provides an extensive range of activities and experiences, as a result, children are making good progress within the Early Years Foundation Stage. Overall, effective partnerships with parents and others provide good continuity of care and effectively meet children's needs. The childminder has a good commitment to her self-development. She has started to use self-evaluation effectively to identify areas for improvement. She has drive, enthusiasm and plans for the future, demonstrating a good capacity for continuous improvement.

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further?

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

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further?

 strengthen the involvement of parents in their child's learning, for example, by making further contributions to their child's learning records and suggesting areas of development for their child.

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the early years provision

The childminder has a strong understanding of child protection issues and procedures. She has a range of guidance in place to enable her to act in children's best interest should she have a concern about a child in her care. The childminder This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 has implemented a range of policies and they are fully shared with parents, which further promotes children's welfare. Risk assessments are undertaken for the premises and all planned outings and appropriate written records are maintained. Precautions are in place to protect children. For example, there is a guard around the fireplace in the lounge and all stairs have a safety gate on.

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the early years provision

Children play with an excellent range of well-maintained, attractively displayed resources. Space is exceptionally well organised to provide a stimulating but homely environment. There is a separate playroom, equipped with child-sized furniture. Large selections of toys are also set out in the lounge and children confidently select the items with which they wish to play. The childminder fully exploits facilities, such as toddler groups and parks, in her local area to offer children a broader range of activities and experiences. The environment is inclusive where children are valued and treated with respect. Daily routines are flexible and the childminder reviews and adapts the environment to meet the needs of the children who attend. She actively promotes equality and opportunity. The childminder provides activities and experiences that help children learn about the diverse society in which they live.

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the early years provision

The childminder is very aware of her strengths and weaknesses. She continually looks for ways to improve her provision for the children and to this end, sets herself targets, which are realistic and challenging. She continues to develop her practice through training. For example, she has recently attended training on first aid and positive behaviour. She is also working towards achieving level 3 diploma.

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the early years provision

The parents have good working relationships with the childminder. When children first start, parents share information about what their child can already do. This goes into the 'all about me' section of the development folders and helps the childminder to establish individual capabilities. Having established children's starting points, the childminder uses her observations to monitor progress and identify the next steps in their learning. However, parents are not yet involved in the assessment process or contributing their views about their children's achievements. This means that they are not fully able to support their children's continued learning at home. Parents are fully informed about their child's day from verbal feedback and information provided in their daily diaries. The childminder has made positive links with the nursery school where children attend. This provides children with a consistent approach and supports the childminder in being

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the early years provision

able to provide a complimentary programme of activities.

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and outcomes for children

Children are cared for in a warm and welcoming environment where they are able to play safe. They enjoy the freedom they receive to explore and investigate resources and activities. They demonstrate that they feel safe when they are with the childminder. For example, they listen attentively to her advice and guidance in the home to sit carefully on their chairs when eating. They also learn a good range of skills to keep themselves safe outside, such as how to cross roads safely. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children make good progress because the childminder uses her observations of what children know and do, to clearly identify and individually plan for their next steps in learning. Discussions and information gained, when children first start, contributes effectively to this process of assessment.

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and outcomes for children

Children become curious and active learners as they engage enthusiastically with the play materials and activities. Children learn about technology as they press buttons on programmable toys. They thoroughly enjoy investigating items in a treasure bag. Children excitedly handle the different materials developing their senses as they touch them. Children are enthusiastic musicians and play co- operatively together as they share instruments and explore different sounds. Children are developing good communication skills. They are secure in their environment and communicate their needs well. Children have access to a good selection of books and the childminder encourages their love of reading through regular visits to the library. There is work displayed and posters on the walls, which creates a bright environment and makes children feel valued. The labelling of the resources helps children's understanding of the written word. There are

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and outcomes for children

good opportunities for children to count, identify shape, size and colour during play. For example, they collect the stacking rings together and work out which one goes on first and excitedly cheer when they get it right.

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and outcomes for children

There are good opportunities for children's physical development. Children enjoy being in the fresh air and partaking of activities out of doors. They regularly visit parks and enjoy being in the childminder's garden. They have good opportunities to socialise with others when they go on outings and visits in the community. These outings help their understanding of the need to exercise as part of a healthy lifestyle. Meal times are a social occasion where children sit together to eat. The childminder has a good understanding of nutrition, is able to meet all dietary needs and works with parents to cater for individual requirements. Children are developing good self-care skills, routinely washing their hands before eating. Very good strategies are in place to minimise the risk of cross-infection. For example, children have individual colour-coded hand towels and flannels.

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and outcomes for children

Children behave well in the setting because the childminder gives clear explanations and sets appropriate boundaries. Consistent reinforcement and sensitive guidance from the childminder, empowers the younger children to begin to negotiate and cooperate with their friends. For example, when playing with the cars and garage, the childminder skilfully ensures that the children present each have a turn. Children learn to understand and respect diversity. They play with non-stereotypical resources, reflecting different cultures, gender and disability. They also take part in activities to learn about a range of festivals and celebrations, including Chinese New Year and Easter. 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 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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