Childminder in Cheshire West and Chester

Inspection date

Previous inspection date 21/12/2012 04/11/2008

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early years provision

This inspection: 3 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 3

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This provision is satisfactory

 Children are happy and settled. They confidently follow familiar routines and the childminder provides lots of praise and encouragement to promote their good behaviour.  The childminder has a sound understanding of how to promote the health and safety of children in her care. Written risk assessments and visual checks are completed, which enables children to use all of the downstairs of her home safely in their play.  The childminder has good relationships with parents and they are kept well informed. This helps ensure she knows children well and effectively meets their individual needs.

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It is not yet good because

 The way in which each child's progress is measured across all seven areas of learning in order to plan the next steps in children's learning, is not rigorous enough.  There is scope to enhance the educational programme for communication and language further by helping children build on their vocabulary.

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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 checked evidence of suitability and qualifications of the childminder and discussed her self-evaluation systems.

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Inspection activities

 The inspector talked with the childminder and children to identify children's developmental progress.  The inspector observed activities in the inside and outside learning environments.

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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 1990. She lives with her husband and two adult children in Weaverham, Cheshire. The whole of the ground floor and upstairs bathroom are used for childminding purposes. There is a secure garden available for outdoor play. There are currently six children on roll and of these, three are within the early years age range. The childminder cares for one child aged six years and this provision is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

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must:

 improve the way in which each child's progress is measured across all seven areas of learning in order to plan the next steps in children's learning more effectively.

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

 enhance the educational programme for communication and language further by: helping children build on their vocabulary by extending the range of their experiences.

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who attend

Children are making suitable progress in most areas of their learning and development. They are developing a sound range of skills overall to prepare them for their future learning as they benefit from a range of activities each week. These include time to explore freely, as well as offering some adult-led activities linked to children's interests and topical events. The childminder monitors children's progress through observing them in their play. A learning journey folder with a useful pictorial record shows parents what their children do when with the childminder. It includes photographs and some of their artwork. However, this system for assessing children's progress is not fully effective in helping them to make good progress in all areas of development. For example, by setting challenging and interesting learning opportunities based accurately on what children know and can do. As a result, they are not always challenged sufficiently in their learning to help

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who attend

them progress, for example, in communication and language.

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who attend

Children settle in well. They explore independently, as well as seeking out the childminder to show her things and to ask for her help if they feel they need it. They benefit from her warm interaction and guidance. Children enjoy books and enjoy the regular visits made to the local library to listen to story time. The childminder asks some questions to encourage children to think and share their thoughts and ideas. However, not all children's language development is progressing as well as it could because plans are not consistently linked to what they already know and can do. Children are making suitable progress in their physical development. They have opportunities to play with physical play equipment outside. For example, they play in the garden and they take trips to the local play parks. Children learn about keeping safe through practising the fire evacuation procedure and learning about road safety on walks.

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who attend

They are learning about shape, size and position. They complete jigsaw puzzles independently, and hear the childminder describe shapes and sizes of objects in their play. Children benefit from outings and activities to explore their local community. They visit places of interest for a variety of experiences. They also learn about some aspects of diversity from around the world. For example, they play with books and resources which help them begin to learn about differences in society. Children use their imaginations well as they explore the play house outdoors and create their own small world, using a play telephone to speak to those outside, or using home corner items to mirror what they have seen adults do elsewhere.

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

The childminder makes appropriate interventions in children's play but also recognises when to allow them time to develop their own ideas and imaginative activities. She takes an active role in their play; following the children's interests and skilfully making suggestions to enhance the activity. The childminder knows what children like doing and ensures that those toys and resources are easily accessible. When engaging with children, she sits on the floor with them to ensure she is at their level, maintaining eye contact with them. In turn they respond positively to her and with enthusiasm. The childminder develops secure attachments with all the children, helping them to feel safe and valued in her care. Good relationships are in place with the children she cares for and children's confidence and self-esteem is developing well as the childminder continually praises their efforts and achievements.

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

Children show curiosity and listen to the childminder's explanations and instructions. She anticipates young children's exuberance and adapts the minding areas to allow for their sometimes unpredictable movements. This ensures they can explore safely both indoors and when playing outside. Children are encouraged to develop healthy lifestyles as the childminder walks with them to a variety of places of local interest, such as the parks. They also have access to a garden with larger items of play equipment, such as a play house, in which they inventively pursue their own play ideas. The childminder provides healthy snacks and meals and reinforces hand washing routines. She varies children's experiences and enjoyment through visits to the local library for story time. These outings help children to develop confidence and independence in situations away from their main setting and prepares them for when they move on to school. The childminder follows

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

younger children's sleep and eating routines in consultation with the parents to ensure she meets and caters for their individual needs.

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provision

The childminder has started to develop her knowledge of how to successfully provide an effective learning environment in line with the revised Early Years Foundation Stage. She has accessed training about welfare, learning and development issues and is clear about those areas she wishes to further develop. All of the paperwork that is required for the safe and efficient management of the setting is maintained and the childminder reflects on what she does well and what areas there are for improvement. However, self-evaluation has not identified that better methods to assess children's progress will drive improvement and have a real impact on the quality of the setting.

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provision

Children are safeguarded appropriately because the childminder has a sound understanding of the signs that may cause her to have a concern about a child's safety. She has systems in place to obtain advice, guidance or support should she become concerned about a child's welfare. This helps to ensure children are protected from harm or neglect. She carries out risk assessments for the premises and any outings she takes children on. The childminder gently reminds children about ways to keep themselves safe, for example, by being careful about how they use equipment and toys.

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provision

The childminder has good relationships with the parents and extended family members she works with; acknowledging the importance of understanding the children's life beyond her setting and how this contributes to children's learning and welfare. For example, she checks with parents who drop children off how the child has been overnight and whether there is anything she needs to know. These daily verbal exchanges, help her build partnerships with them to ensure continuity in the children's care between the home and the setting. Written policies are shared with all parents which gives them a further insight into how their child's care is organised. Relationships with other providers delivering the Early Years Foundation Stage where children attend are developing. The childminder seeks to work in partnership with other settings, requesting information about children's learning so that she can complement the work undertaken and promote continual

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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 304151 Local authority Cheshire West and Chester Inspection number 818707 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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