Childminder in Cheshire East

Inspection date

Previous inspection date 08/11/2012 20/07/2011

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early years provision

This inspection: 2 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children develop good relationships with the childminder and her family members. This enables them to feel safe, secure and confident in the provision.  The childminder knows the children well. Her knowledge about their learning and development within other settings they attend helps her to provide continuity in their experiences.  The childminder attends training opportunities to enhance her knowledge and help develop her practice.  Children have a positive attitude to learning; they are motivated and interested and make good progress as a result.

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It is not yet outstanding because

 The assessment procedures are not fully developed to encourage parents to share what they know about their children, with particular regards to their starting points.  The childminder is not using the information she gains from observations consistently to plan for the next steps in children's learning.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities in the lounge and kitchen.  The inspector held discussions with the childminder and with parents.  The inspector looked at children's assessment records.  The inspector checked evidence of suitability and qualifications of the childminder.

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Information about the setting

The childminder was registered in 1995. She lives with her husband and daughter in a house in Nantwich and uses the whole of the property and the rear garden for childminding.

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Information about the setting

The childminder has completed basic training including first aid and child protection and updates her knowledge through specific courses, such as working in partnership with parents. She attends a childminder group and the local children's centre. She visits the local shops and park on a regular basis. She collects children from the local schools and pre-schools.

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Information about the setting

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently five children on roll, two are in the early years age group who attend for a variety of sessions and three are school-age children who attend before and after school.

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To further improve the quality of the early years provision the provider should:

 extend the opportunities for parents to contribute to the assessment procedures, sharing what they know about their children, in particular to inform the assessment of children's starting points

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To further improve the quality of the early years provision the provider should:

 develop further the use of the information obtained through observation; targeting the areas for teaching and consciously promoting the next steps in children's learning.

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who attend

The childminder has attended training to promote her knowledge of the revised learning and development requirements of the Early Years Foundation Stage and demonstrates a good knowledge of all areas of learning. She is beginning to use the Development Matters publication as a tool for confirming her assessment of children's developmental stages. She is using photographs and observations of activities to further demonstrate their achievements and show that they are making good progress. These are shared with parents, so that they have opportunities to be involved in the setting. However, she is not consistently using the knowledge she has gained through observation to plan for the next stages in children's learning and enable her to always successfully target her teaching.

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who attend

Children are emotionally secure, settled and confident in the childminder's home. They show themselves to be enthusiastic and active learners as they explore the environment and make choices from the good range of resources available, so developing independence. They initiate their own play, as they know where other toys that they are particularly interested in, for instance, the train set are stored and they fetch and construct them. They are keen to 'do it themselves' and persevere with the winding mechanism on the train; they show satisfaction as they achieve their goal and the engine clatters around the track. Younger children show curiosity about their older playmate's activity and having watched how the train works they have a go, finding out for themselves.

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who attend

The childminder supports children's learning well as she engages in their activities, prompting discussion to help develop their language skills. She allows the children time to think and to solve problems for themselves while using spontaneous opportunities within their play to introduce number, colour and shape. Younger children's communication skills are scaffolded well, as the childminder repeats and models the words and sounds they use and offers simple instructions for them to follow.

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The contribution of the early years provision to the well-being of children

Children enjoy their time in the setting where they develop effective social skills. The childminder involves herself in children's play at appropriate times and successfully includes them in activities. The children develop close bonds with her and her family members, which are seen as they approach them confidently, asking for their help when they need it. They are supported to share, take turns and consider the needs and feelings of others, for instance, as they play together with the train set. The childminder provides clear boundaries and children respond to them readily. Children have access to a range of different resources, such as jigsaws, books and small world play people, that raise their awareness of the diverse world they live in.

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The contribution of the early years provision to the well-being of children

Children demonstrate their feelings of belonging and are secure in the routines of the setting. They take off their shoes as they return from nursery and prepare their place at the table to eat their lunch. They are competent at managing their personal needs and choose to clean their hands using antibacterial gel before eating. The childminder encourages the older children to eat the savoury content of their lunchbox first, in readiness for the routines they will follow at school. As they play, the childminder reassures children, talking to them about home and explaining when things are going to happen, for instance, when it will be time to collect their siblings from school.

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The contribution of the early years provision to the well-being of children

The childminder meets children's individual care needs effectively; she recognises when the youngest children are tired and provides facilities for rest. Opportunities to enjoy fresh air and exercise are offered each day during the walk to and from school or nursery. Children are encouraged to be active and develop their physical skills further as they play in the garden, kicking balls and building dens or as they make use of the equipment at the local park.

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provision

The childminder has a good understanding of her responsibilities to meet the safeguarding and welfare requirements of the revised Early Years Foundation Stage. She understands her duty to safeguard all children in her care and has all relevant contact numbers available to ensure she can contact the appropriate authorities if she has a concern. She maintains a safe environment through the use of documented risk assessments, this ensures that identified hazards in the property are minimised and allows children to move around the premises in comfort. She has made the toy room upstairs inaccessible while the room is being used temporarily to store furniture, in order to ensure children's safety.

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provision

The childminder demonstrates a drive for improvement; she attends training opportunities and takes advice from other professionals, developing her systems and practices as a result of this. She is currently developing the learning and development records she wishes to maintain to demonstrate how children are making good progress. She understands her responsibilities in meeting the learning and development requirements and in monitoring the educational programme.

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provision

The childminder, on the whole, works well in partnership with parents. She has recently attended a training course, which has encouraged her to consider, in more depth, their role in the setting. She shares information about children's care and learning each day through conversation with their parents. In addition, she has begun to include comments they make within their children's observation dairies, which are being developed to demonstrate children's progress. However, there is scope to extend their involvement within the assessment procedures, to offer opportunities for them to share what they know about their children, particularly when considering their starting points to promote further consistency and support for children. Parents are very happy with the care provided and praise the 'homely, welcoming environment'.

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provision

Children who attend other settings are supported well as the childminder finds out about the activities they are involved in as she collects them. She discusses the targets that the nursery has set with parents. As a result of this, she introduces activities that provide continuity in their experiences, for instance, by practising and re-enforcing their use of phonics.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number 304467 Local authority Cheshire East Inspection number 818712 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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