Childminder in Cheshire East

Inspection report for early years provision

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Unique reference number EY432433 Inspection date 10/05/2012 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 2010. She lives with her husband and children aged 12, 10 and seven years in a village close to Macclesfield, Cheshire. The whole of the ground floor property is used for childminding and includes toilet facilities. There is a fully enclosed garden available for outside play. The family has two cats and a dog.

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Description of the childminding

The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register to care for a maximum of five children under eight years at any one time, three of whom may be in the early years age range. There are currently two children on roll, both of whom are within the early years age group. The childminder takes and collect children from local schools. She 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

The childminder values the individuality of each child, which ensures that their care needs are effectively met. Their learning is successfully promoted across most areas of learning and so they make sound progress. The childminder has a good understanding of how to keep children safe and written documentation is supportive of this. Constructive and friendly relationships with parents benefit children's well-being. Partnerships in the wider context promote consistency for children. Systems for self-evaluation and plans for future improvement benefit the outcomes for children.

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further?

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

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further?

 develop further opportunities and resources that help children to learn about all aspects of diversity and difference  obtain further information about what children can already do when they join the setting and build on ways that parents can be consistently involved with children's learning at home.

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the early years provision

The childminder fully understands her safeguarding responsibilities. She is confident about how to protect children from harm and neglect and is aware of the signs and symptoms that indicate abuse. She has attended safeguarding training and has written policies, which are shared with parents. Children's safety is promoted within the home. The childminder undertakes written risk assessments and also carries out daily checks to ensure that the environment is safe and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 secure. Visitors to the setting are asked to show identification and sign the visitors book. Toys and equipment are maintained in good condition. The childminder risk assesses outings and takes precautions to promote children's safety further. For example, children wear high-visibility vests and the childminder carries identification cards.

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the early years provision

The childminder provides an inclusive home environment. She obtains detailed information about each child at the point of registration so that she is able to meet their needs effectively. Children are all included in the play opportunities, and the childminder promotes non-stereotypical activities. The observations carried out enable her to identify gaps in achievement and take appropriate action. Resources are deployed and used effectively. Children make their own choices from a wide range of easily accessible toys and activities in the playroom. The local community is used to extend children's experiences of the diverse world they live in. For example, they visit the local library, stay and play groups and parks.

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the early years provision

The childminder has put in place all of the required documentation that helps to keep children safe and supports their learning. She is enthusiastic in her role and has a keenness to improve. The required childminding training has been completed, along with many other courses. She evaluates her provision and asks parents and children for feedback, which she gives good consideration. Positive partnerships with parents successfully support children's welfare. The childminder offers parents a range of information to read, with the Ofsted registration form and poster being displayed. A daily diary gives parents information about, for example, what children have been doing and how they have been. Parents are also able to view and contribute to children's development records. However, the childminder is not always obtaining information about what children can already do when they join the setting, or providing ways that parents can be consistently involved with

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the early years provision

children's learning at home. External partnerships are working well. For example, the childminder acquires information from the local school to ensure continuity for children's learning.

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and outcomes for children

Children make sound progress with their learning. A bright, spacious and well- resourced environment is appealing to children and maintains their interest. The childminder observes the children as they play to ensure that they continue to develop their skills further. She uses the observations to inform how she plans future activities. Children enjoy a wide range of activities, both indoors and outdoors, that effectively support their learning. For example, they stir the cornflour mixture, making marks and exploring textures. They play with the sand and use tools as well as egg-shaped moulds. The childminder encourages children to recall what bird comes out of an egg, which helps with their understanding of living things and life cycles. Questions from the childminder help to reinforce language skills as they enjoy talking about their favourite flavour of cake.

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and outcomes for children

Children are assertive and secure in their own ideas. They know what they want to do and are confident enough to express this to the childminder, or to bring things This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 from another area to extend their play. Children are imaginative, using language and number as they play. They enjoy 'scanning' items with the electronic scanner in the play shop and speaking into the microphone, learning about technology and gaining skills for the future. They use the play money to count and pretend to give change. Children go out into the community to meet with other adults and children, which provides valuable experience towards the development of social skills.

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and outcomes for children

There are some opportunities for children to see positive images that promote anti-discrimination and help them to understand difference. For example, there are posters in the environment and books that show differences. However, there are less strong opportunities for children to recognise and learn about the breadth of diversity on a day-to-day basis. Children behave well and understand the expectations for behaviour. For example, when the 'tidy up' song is heard they know what to do. They learn to understand and recognise their own feelings and the feelings of others. For example, a story reminds them that it is not nice to take something that is not theirs and that people sometimes become angry or sad.

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and outcomes for children

Children are encouraged to look after their health by, for example, washing their hands before meals and after visiting the toilet. Pictures act as a gentle reminder, depicting good hand washing routines. Attractive soap dispensers make hand washing fun for children and so they are more inclined to use good hygiene. The childminder has a sickness policy that minimises the risk of cross-infection. Children have daily opportunities for fresh air and exercise. They use a spacious garden area that has many resources. For example, a large climbing frame provides physical challenge and a playhouse successfully fosters their imagination.

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and outcomes for children

Children are bold and assertive, and they have no hesitation in asking the childminder for the sand play. This demonstrates that they feel secure and confident in the setting. The childminder encourages them to understand about keeping themselves safe. For example, when they pretend to cook the childminder reminds them that cooking pots become hot. When outside in the community they learn that they need to be safe around roads because there could be dangers, and children express that they know to hold the childminder's hand when they are out walking. 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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