Childminder in Cheshire West and Chester

Inspection date

Previous inspection date 19/11/2012 11/05/2011

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early years provision

This inspection: 2 Previous inspection: 2 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 are very happy, motivated and keen to learn. They demonstrate high levels of independence, curiosity and imagination and develop strong relationships with the childminder and each other.  Children's communication skills are promoted very well as the childminder understands how children learn. She spends time talking to children of all ages, encouraging the effective development of their vocabulary and language skills.  The childminder uses her childcare experience well to develop good relationships with children to promote their feelings of safety and security.

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It is not yet outstanding because

 The evaluation process is not completely thorough to ensure that the good practice already achieved is sustained, or constantly improved upon in order to continually improve children's learning and care.  The childminder does not consistently use information, such as the Developmental Matters guidance, to improve her monitoring of children's learning and to enhance their progress.

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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 main play room.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of practitioners working within the setting, the provider's self- evaluation form and a range of other documentation.

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Inspection activities

 The inspector spoke with the childminder at regular intervals throughout the inspection and made observations of the children present.

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Inspection activities

 The inspector gave feedback to the childminder about the outcome of the inspection.

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Information about the setting

The childminder was registered in 2003. She lives with her husband and child aged six years. The family live in the Winsford area of Cheshire close to local facilities, schools and transport links. The whole of the house with the exception of the main bedroom is used for childminding purposes. There is a fully enclosed garden available for outside play. The childminder has a rabbit and fish as pets.

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Information about the setting

This provision is registered by Ofsted on the Early Years Register and on both parts of the Childcare Register. She has 22 children on roll, 10 of whom are within the early years age range. Children are cared for on a part-time basis. The childminder is a member of the National Childminding Association and holds a relevant childcare qualification.

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

 consolidate the systems to regularly evaluate and monitor practice to ensure the good practice already achieved is sustained and constantly improved upon

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

 make more consistent use of information such as the Developmental Matters guidance, to support in monitoring children's progress.

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who attend

The childminder has a robust understanding and knowledge of the seven areas of learning and promotes the development of children in her care through the effective planning of activities. Children are stimulated in activities which build on their individual interests. They freely access floor toys, small world toys and books, which are accessible and encourage them to explore the world in which they live. They share favourite books with the childminder, or look at them quietly on their own, repeating words or phrases from familiar stories. There is a range of toys suitable for children's age and stage of development, which encourage children to explore and investigate things of interest to them. For example, young children roll, shape, cut and squeeze dough to create their own depictions of things around them. In this way children explore and show interest in discovering new things.

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who attend

The childminder sensitively supports children's language and communication development during craft activities or when reading them a story, constantly speaking to the children, explaining and describing what she is doing. Children enjoy making their own picture by using chalks and crayons to make marks on to paper, and the childminder reinforces their understanding of colour, shape and number as they talk about what they are doing. Children compare the different shapes such as squares and triangles and this early years' experience supports forms the beginning of mathematical learning. Children's visits to the local parks and places of interest introduces them to the wider world around them, and they engage in daily opportunities to play outside in the fresh air; as they visit the local park, developing their physical skills and well-being.

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who attend

The childminder uses her observations, to assess what children can do and what they need to do next. Each child's Learning Journey is constructed with photographs and observations, as well as evaluated activity plans, clearly showing parents what children have been learning in all areas. This enables parents to continue the learning at home. The childminder knows the children's abilities well and monitors their progress. However, she does not refer to material, such as the Development Matters guidance in order to continue to enhance their progress. The childminder is well prepared to undertake the two-year-old progress checks as children reach that 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 well-supported by the caring childminder who ensures that every child is respected and their individual needs are met in line with their individual backgrounds and beliefs. She works effectively with individual children and their family to successfully support their welfare and learning. The childminder develops secure attachments with all the children, helping them to feel safe and valued in her care. Children form positive relationships with the childminder and their self-esteem and confidence is growing because of the praise and encouragement she gives to them as they achieve in their efforts. Children's personal, social and emotional skills are developing successfully because the childminder provides activities to ensure they continue to make progress in their learning.

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

The ongoing exchange and sharing of information with parents and carers, results in each child having their care needs fully met. Children learn to respect themselves and to value their peers. Children's awareness of health and safety is promoted through the daily routine, discussions 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 messy play. Children show that they feel safe and secure in the setting as they investigate and explore their surroundings.

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

Children are well-prepared for the next stage in their learning and development as the childminder supports them in making the transition to pre-school and reception class at school. Regular visit to other groups and settings means that children can develop confidence in various social situations, which helps them to prepare them for moving on. Activities, such as story time encourage children to learn how to concentrate during specified periods of time. Information is shared with other providers which effectively promotes the continuity of care and learning for each child.

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provision

The childminder has a professional approach to her work and is well-organised. She understands her responsibilities in meeting both the safeguarding and welfare requirements and the learning and development requirements of the Early Years Foundation Stage. The home provides a safe and secure environment where children are well cared for and able to access a range of equipment and activities in order to support their learning and development.

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provision

The childminder has identified some ideas for the setting, which will improve outcomes for children but her systems of self-evaluation are not thorough as she is not regularly reviewing her practice. This means that factors which arise and impact upon children's care and learning are not swiftly identified and improved upon. The childminder has a confident approach to dealing with any concerns about safeguarding as children's well- being is seen as paramount. The partnership with parents is effective in ensuring children's welfare needs are met.

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provision

The childminder uses her knowledge of individual children well to support their care and welfare, calling upon external support from outside agencies if required. A good two-way communication system with parents includes detailed daily diaries informing parents of what children have achieved, as well as their routine care. Therefore, parents are kept up- to-date and can also advise the childminder of matters concerning the children by writing in the diaries.

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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 EY266489 Local authority Cheshire West and Chester Inspection number 889150 Type of provision Childminder Registration category Childminder Age range of children 0 - 14 Total number of places 5 Number of children on roll 22

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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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