Childminder in Cheshire West and Chester

Inspection date

Previous inspection date 14/11/2012 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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

 The childminder provides a warm, welcoming, and nurturing family environment for children's care and learning. Children are totally at ease in her care and relax within the familiar home surroundings. They make good progress as a result.  The childminder has high expectations for children and a good knowledge and understanding of how each individual child best learns, which means children make good progress from their starting points and are well-prepared for school.  The childminder has created a welcoming and stimulating learning environment where children settle in well and make warm relationships with her. A wide range of age- appropriate and accessible resources support all areas of learning.  Partnerships with parents are strong and they are kept well-informed about their child's day through discussion and the sharing of the children's daily diary and development folder. A range of useful information is displayed around the setting.

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It is not yet outstanding because

 Self-evaluation is not sufficiently robust enough to identify all strengths and all areas for development to ensure continuous improvement.

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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 children's play, in the main play area and discussed with the childminder how she supports children's learning and development.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's learning journeys, planning documentation, a selection of policies and children's records.

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Inspection activities

 The inspector took account of the views of parents from information included in the childminder's documentation.

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Information about the setting

The childminder was registered in 2012. She lives with her partner and son aged two- years-old, in Parkgate, Wirral. The whole of the house is used for childminding including a fully enclosed garden at the rear of the house which is used for outdoor play. She is registered on the Early Years Register and both the compulsory and voluntary part of the Childcare Register. There are currently six children on roll, four of whom are in the early years age group. The childminder is able to take children to and collect from local schools and visits local places of interest.

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

 develop the self-evaluation process so that there is a thorough system for careful monitoring and analysis of the provision. Consider how the views of children and their parents can be engaged to support the identification of priorities and plans for improvement.

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who attend

A strong understanding and knowledge of the Early Years Foundation Stage Framework and the seven areas of learning underpins the childminder's practice. She promotes the development of children in her care through effective planning of activities, experiences and resources to stimulate children and build on their interests.

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who attend

In this welcoming setting children can freely access floor toys, small world toys and other resources, such as large building blocks. Accessible books invite even the very youngest children to choose a favourite book to look at quietly on their own. There is a range of toys suitable for children's ages and stages of development, which includes natural materials. For example, treasure baskets, which contain items, such as sponges or pine cones, which encourage children to explore and investigate things of interest by enjoying the texture of the pine cone and using their hands and mouth to explore and show interest in discovering new things. This demonstrates how the childminder is able to create some imaginative sensory activities for children because she understands that children use their senses to explore and make sense of the world around them.

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who attend

The childminder sensitively supports children's language and communication development during craft activities or mealtimes and speaks to the children constantly, explaining and describing what she is doing. Children enjoy the beginning of early independence by making choices for themselves, for example, investigating the treasure basket or looking at books. The childminder reinforces their understanding of language and speaking by encouraging baby sounds and babbling. Babies increasingly experiment with making sounds as they sit comfortably at the snack table to eat bananas and drink water or milk. Babies stand and walk independently and are able to pick up small objects between thumb and fingers. They handle books and printed material with interest and they get to know and enjoy daily routines, such as mealtimes and bedtime. Children's visits to parks and woods and places of local interest introduces them to ideas about the seasons and

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who attend

lifecycles. The childminder provides exciting opportunities to learn about the wider world and supports children's learning through open questioning and responding to their interests.

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who attend

The childminder is skilled at recognising children's stages of development and using her observations and assessment to pinpoint what children can do. Each child's learning journey is extremely well-constructed with interpreted photographs and observations, as well as evaluated activity plans. This clearly shows parents what children have been learning in all areas and enables them to continue the learning at home. Resources, such as the Development Matters document, are used well to precisely track and monitor children's development and identify any gaps in children's learning. The childminder is well-prepared to undertake the two-year-old progress check as children reach this stage, because it is a natural development of the observations and records she already keeps.

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

Children are settled and confident in exploring their surroundings. The childminder knows children well and is aware of their likes and dislikes. They are well supported by the childminder who understands how to support children in separating from their main carers. She ensures that every child has their individual needs met. She works closely with individual children and their families to effectively support their welfare and learning. This helps children to form secure bonds and to settle into their surroundings with ease. All children, including babies, show confidence and develop a sense of belonging because they are welcomed into a warm and homely environment. Children play cooperatively with each other and demonstrate affection for people who are special to them. Babies enjoy observing the older children at play and seek every opportunity to be engaged and active in exploratory play.

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

Children's behaviour is good and their self-esteem is promoted as the childminder offers regular praise and encouragement. The regular exchange and sharing of information with parents and carers, results in each child being respected and valued. Babies individual home care routines, with regard to feeding and sleeping, are respected and adhered to by the childminder to ensure that their needs are fully met. Children learn to respect themselves and to value their peers because the childminder acts as a positive role model and reminds children to be kind to each other. Children's awareness of health and safety is promoted through the daily routine and activities. For example, children are provided with healthy meals and snacks and this helps to promote their awareness of healthy eating. They are reminded about the importance of hand washing before meals and after play. Children engage in daily opportunities to play outside in the fresh air, as they visit the

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

local nature park, developing their physical skills and well-being. Babies and younger children show that they feel safe and secure in the setting as they investigate and explore their surroundings. Children are well-prepared for the next stage in their learning and development as the childminder supports them in making the transition to school. Regular visit to other groups and settings means that children can develop confidence in various social situations which prepares them for moving on. Information is shared with other providers on a regular basis which enables all people involved with the child to note their interests, needs and development, and effectively promote continuity of care and learning.

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provision

The childminder has a strong understanding of her role with regard to protecting children in her care from abuse and neglect. A clearly written policy is in place which outlines her role and responsibility with regard to child protection and this is shared with parents. She conducts thorough safety checks of her home and keeps a detailed record of risks and actions taken to remove or minimise them. This means that children can move around freely and safely, both indoors and outside. The childminder aims to improve her practice further but has not completed a formal self-evaluation to help her identify areas of strength and those requiring further development. She has identified some plans for the setting which will improve outcomes for children. She has a confident approach to dealing with any concerns about safeguarding as children's well-being is seen as paramount.

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provision

The partnership with parents is effective in ensuring children's welfare needs are met. Children make good progress towards the early learning goals because the childminder observes and assesses their progress and uses observations to inform future planning. She successfully monitors and evaluates their development, using documents, such as Development Matters.

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provision

The childminder has a good rapport with parents who receive a wide range of information about her service, the activities and how they link to the Early Years Foundation Stage. Detailed daily diaries inform parents of what children have achieved, as well as routine care information, so that parents are kept up-to-date. Parents are fully included in their child's learning and effective communication ensures they are aware of children's progress and achievements. Parents speak very highly of their satisfaction with the childminder, praising her help in children's transition to school, her support in developing children's vocabulary and her patience. This enables them to leave their children and feel reassured that they are being well provided for.

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provision

Links have been made with the local school. For example, the childminder has introduced herself to teaching staff and exchanges information regarding children's learning and care when appropriate. She uses her knowledge of individual children well to support their care and welfare, liaising with external outside agencies if and when required.

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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 EY447526 Local authority Cheshire West and Chester Inspection number 801234 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 6

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Name of provider

Date of previous inspection Not applicable

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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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