Childminder in Cheshire West and Chester

Inspection report for early years provision

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Unique reference number EY434546 Inspection date 25/04/2012 Inspector Joanne Williams

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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 has been registered since 2011. She lives with her husband and two children aged 14 and 11 years old in Wilmslow. The whole of the childminder's home is used for childminding and there is a fully enclosed garden for outside play. The childminder is registered to care for a maximum of six children under eight years at any one time, 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. She is currently minding five children in the early years age range on a part-time basis. This provision 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 takes and collects children from local schools and attends different community groups during the week. The family have one dog and four cats. The childminder holds a level 3 early years qualification and 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

Children are happy and settled in the childminder's care. She has a good understanding of child development and as a result, children are making good progress in most areas of learning and development. Procedures to keep children safe allow her to sufficiently protect them. Also written documentation that underpins her practice is well-maintained. The childminder clearly values the relationships she has formed with parents and carers and strives to maintain this through the consistent supply of both verbal and written information. Overall, the childminder evaluates the quality of her provision and is committed to improving and developing her service.

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further?

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

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further?

 use the process of self-evaluation to help promote continuous thinking about how to create, maintain and improve the setting  develop the partnership with other settings, professionals and with individuals and groups in the community to support children's development and progress make systematic observations on each child's achievements and use these to identify learning priorities and plan relevant and motivating learning experiences for each child. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are effectively safeguarded and well protected because the childminder has a clear policy, which explains her responsibilities. All household members are suitably vetted. Children are kept safe and secure while in the childminder's care because she is vigilant and supervises the children well. A detailed risk assessment has been carried out on all parts of the property, which means that children are able to move freely and safely around the setting. Children are further protected because the childminder keeps good records, including accident, medication and attendance.

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the early years provision

The childminder is knowledgeable about the Early Years Foundation Stage and uses this well to support children's learning. The environment is well organised, so children can access some resources for themselves, such as books and role play equipment. This means that they are able to become independent learners and make good progress in their development. A key strength is that the childminder adapts these resources to suit their individual interests, for example, children who are interested in transport have access to ride on vehicles and books about fire engines. The childminder provides an inclusive environment for the children she cares for, which is reflected in her well-written equal opportunities policy. This ensures that all children are valued as individuals and their needs are effectively met.

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the early years provision

The childminder is aware of her strengths and is committed to making ongoing improvements. Systems for evaluating the provision are in place. For example, the childminder regularly evaluates her planning to identify further resources and experiences she can offer children. However, this information is not systematically used to set targets for improvement. The childminder's practice has improved since becoming registered through reading Early Years Foundation Stage materials to improve her understanding of good practice.

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the early years provision

Children are content because the childminder works closely with parents and carers to ensure that she is fully aware about their individual needs. Feedback from parents demonstrates that they are well informed about the provision through effective verbal and written communication. The childminder records information about children's learning and development in a daily diary and learning journey. This means that parents become involved in their child's learning. Also each child is well supported in making progress towards the early learning goals. The childminder has not yet established links with schools and other agencies who may be involved in supporting the children, but she is aware of how working with other professionals can promote learning and well-being and ensure continuity of care for the children attending her setting. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

The children benefit from a warm, homely atmosphere, where they can enjoy a lot of individual attention. Well-planned routines ensure that children to feel secure and their needs are met. For example, an active toddler has access to wheeled toys and an outdoor digging area to develop gross motor skills. The childminder helps children understand about safety through providing clear explanations about appropriate behaviour during their play. For example, not putting objects into their mouths and using books to talk about emergency situations.

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and outcomes for children

Children's good health is promoted effectively by the childminder. Young children independently go to the sink when they are told it is snack time because hand washing routines are well established. Children are starting to learn about making good choices in food because they are provided with nutritious home-cooked meals and snacks and are also involved in growing their own fruit and vegetables in the garden. Children have opportunities for outdoor play on a daily basis as they can access an enclosed paved area all year round. The childminder makes good use of resources in the local community, through visits to the local park and children's centre groups where they have the opportunity to use larger scale equipment and take part in music and movement activities.

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and outcomes for children

Children are making good progress because the childminder ensures that they have access to a wide range of experiences, which cover all areas of learning. The childminder uses observations to enhance the provision and plan children's next steps. However, this is not systematically used to ensure that children are progressing in all areas of learning. Children are confident with the childminder and demonstrate high concentration levels during their play. The childminder is skilled in playing alongside children, asking questions and extending their play ideas. As a result, children are engaged and challenged. Children enjoy looking at books and have regular opportunities to try out their early mark-making writing with chunky chalks and paints. They develop an understanding of number from an early age through using open-ended resources, such as cotton reels to count, sort and build. Children are gaining a good knowledge and understanding of the world

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and outcomes for children

through activities, such as making cakes and acting out everyday scenarios, for example, going to the shops and hairdressers. Children are also gaining skills in using technology as they have access to everyday equipment, such as toy telephones and electronic keyboards. As a result, children are developing important skills for future learning.

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and outcomes for children

The childminder places great importance on supporting children's self-esteem as she offers lots of praise and encouragement as children play and achieve new skills. Children are encouraged to share resources when playing with others and use good table manners at meal times. As a result, children behave well and are developing good social skills. Children are learning about their own and other cultures and beliefs because they celebrate special occasions and festivals together. 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 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 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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