Childminder in Cheshire West and Chester

Inspection date

Previous inspection date 14/01/2013 10/09/2008

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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

 The childminder has effective systems in place to support children to settle well. Children are happy and content and look forward to being with the childminder.  The childminder provides a range of everyday objects and natural resources for young children to explore and investigate, such as treasure baskets.  Children feel safe and secure with the childminder. She has a good understanding of how to promote the health and safety of the children in her care, effectively assessing and minimising risks to children.

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It is not yet good because

 The childminder's self-evaluation does not include the views of parents and children to help her effectively target areas for improvement that will raise the quality of practice and the level of children's achievements.  Observations and assessments of children's learning are not consistent or rigorous enough to give the childminder clear information about what children know and can do, so that she can effectively plan to move each child forward in their 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 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 gave feedback to the childminder about the outcome of the inspection.

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Information about the setting

The childminder was registered in 2000 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and her two children aged 17 and 20 years in a house in Weaverham, Northwich and uses the whole of the ground floor and the rear garden for childminding. She visits the local shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently five children on roll; three are in the early years age group who attend for a variety of sessions and two are school-age children who attend before and after school. She is open all year round from 8am to 6pm Monday to Friday except for family holidays.

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must:

 make consistent and rigorous observations of children's learning to accurately assess their progress in relation to their age and stage of development, and use this information consistently to effectively plan how to support the next steps in their learning.

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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

The childminder supports children well as she interacts with them and joins in their play. She frequently talks to them, modelling language and asking some challenging questions to encourage their thinking. They make suitable progress in most areas of their learning and development and begin to acquire some overall skills which help to prepare them for their future learning. This is supported by a balance of adult-led and child-led activities. However, opportunities to monitor the children's development in all seven areas of learning, in relation to their age and stage of development, are not consistent enough to plan appropriate challenges for each individual child. Consequently, the useful photographic account of their time at the setting, does not give the childminder, or any future provider, precise information about what children know and can do in order to plan the next steps in their progress. As a result, some activities are not supported well

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who attend

enough. The childminder is yet to implement the progress check at age two.

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who attend

Children settle in well in the setting. 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 regular visits made to the local library, which they talk about with enthusiasm, explaining that books need to go back to the library for others to read. Children understand how to operate simple technology as they play a battery operated guitar or express themselves using various musical instruments, such as tambourines and a drum. They imaginatively introduce story lines into their play and use resources to support their role play.

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who attend

The childminder ensures that children access the outdoors to enjoy fresh air and exercise to keep them healthy. Outings to the park and local play areas, where there is large climbing equipment, gives children plenty of opportunity to develop their balance and coordination. Children have daily walks and the childminder uses this time to discuss the environment around them, such as the weather and changes in the seasons. They 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. Information about children's individual likes, dislikes and starting points is obtained from parents when children first attend, and information about the day's events is shared with them at the end of the session. This enables parents to be fully involved so that they are able to help support children's learning at home. As a result children are beginning to obtain the skills,

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who attend

attitudes and dispositions they need to be ready for school or the next stage of learning overall.

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

Children new to the childminder's home settle well due to an effective settling-in process. Time is taken to establish relationships and to obtain useful information from parents about children's general care needs, home practices and routines. Children form secure emotional attachments to the childminder and she is responsive to their needs. They are confident to explore and investigate the familiar surroundings, but also enjoy returning to the childminder to play games together and to talk about what they are doing.

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

Young children's personal, social and emotional development is well promoted and maintained throughout activities. Children respond happily to playful interactions; enjoying cuddles and reassurance throughout their day with the childminder. This builds their confidence and self-esteem. Behaviour is managed in a positive manner with the childminder setting clear boundaries so that children understand what is expected of them. Through discussion, they learn how to behave well because they learn simple house rules, such as sharing and taking turns.

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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 and they learn about healthy lifestyles. She supplements meals provided by parents with nutritious snacks and works closely with parents to ensure individual dietary needs are met. Drinks are freely accessible to children so that they can make decisions for themselves about their needs. Children's safety is protected and they are developing an understanding of how to keep themselves safe, such as learning about road safety when out walking. As a result children are beginning to obtain the skills, attitudes and dispositions they need to be ready for school or the next stage of learning overall.

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provision

All of the required policies that promote children's welfare and safety are implemented by the childminder and shared with parents. She has a suitable understanding of the procedures to follow should she have a child protection concern. She has a safeguarding policy in place and has relevant reference materials available should she need to seek advice or make a referral. The environment in which children are cared for is safe because the childminder has completed an effective risk assessment and closely supervises children at all times.

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provision

The childminder has a number of years experience caring for children and has a sound knowledge of child development. She has completed basic training including first aid and child protection, and updates her knowledge through specific courses such as food hygiene. She is aware of the changes within the revised Early Years Foundation Stage framework, and has recently attended training to enhance her understanding of this. However, self-evaluation to review and evaluate her practice, is limited. It is not effective at clearly identifying priorities for continuous improvement, and does not use the views of parents and children to help the childminder focus on the things that will have the biggest impact on children's care and learning. Therefore, precise targets for improvement are not developed and no action plan is drawn up to ensure that any improvements are successfully implemented.

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provision

The relationships established with parents are positive and the childminder understands her responsibility to share information with them and with other professionals. Partnerships with other providers delivering the Early Years Foundation Stage are in place, and the childminder fully understands the importance of sharing relevant information with them. Links are developing with the schools that children in her care attend. This helps to provide continuity in children's learning.

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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 304908 Local authority Cheshire West and Chester Inspection number 818727 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 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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