Childminder in Cheshire West and Chester

Inspection date

Previous inspection date 05/03/2013 Not Applicable

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early years provision

This inspection: 3 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 3

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This provision is satisfactory

 Children's well-being is supported well. The childminder provides a safe, caring and loving environment and develops strong relationships with the children and their families.  Children's good health is promoted well through effective daily routines, healthy snacks and meals and regular access to physical activities outside of the setting.  Children build secure attachments because the childminder provides a secure, safe and enabling home environment.  There are good strategies in place to share children's care needs with parents, these include daily diaries and regular discussions.

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It is not yet good because

 The provision of age-appropriate resources and equipment to enable children to gain a good understanding about information communication technology, are more limited.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 downstairs rooms.

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Inspection activities

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

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Inspection activities

 The inspector looked at documentation, a selection of policies and procedures and children's 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 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three younger children aged four, eight and 11 years and one adult child, in Ellesmere Port, Cheshire. The whole of the ground floor is used for childminding. Two bedrooms are used on the first floor. Toilet facilities are situated on the ground and first floor levels. There is an enclosed garden available for outside play.

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Information about the setting

The childminder is able to take and collect children to and from a local school and pre- schools. There is currently one child on roll who is in the early years age group. Children attend for a variety of sessions. She operates all year round from 7am to 6pm Monday to Friday, except bank holidays and family holidays. The childminder receives support from the local authority and is a member of the National Childminding Association.

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must:

 ensure that assessments of children's learning are rigorous by; consistently using information from observations to identify the next steps in children's learning; using these assessments to inform planning so that activities precisely meet their learning needs and help them to make best progress.

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

 develop further resources to extend children's understanding of information communication technology.

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who attend

Children enjoy a well-organised environment where they can select resources to support their play, developing their independence. This helps the children to develop skills that they need to make sure that they are ready for school. They happily play with the childminder who responds to the children in a loving and positive manner. As a result children are active learners, motivated and enthusiastic. For example, the childminder and children match items as they play a shopping list game. The childminder uses sound teaching strategies as she encourages the children to think as she asks them to identify different food items in the game and helps them count the pictures. The childminder makes effective use of routine activities to promote children's learning. For example, children are encouraged to count and identify numbers and colours as they walk back from another setting and as a result, children begin to develop an understanding of

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who attend

number order. Children's personal, social and emotional development is strong because the childminder is supportive, caring and promotes a calm, friendly and respectful atmosphere. The childminder offers time for children to settle as they return from another setting by providing a snack and drink.

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who attend

The childminder provides a range of activities and experiences to interest the children and is aware that children learn through play. She makes very regular use of the outdoor environment which enhances children's learning experiences and helps them develop an awareness of where they live. Children can play on large apparatus in the secure garden and benefit from fresh air, exercise and developing their physical skills. The childminder actively listens and joins in activities, motivating children and encouraging their use of language. For example, she listens to a child when they cannot find a matching card and supports their choices in identifying words. As a result children develop an understanding of the written word. Children respond very well to instructions, fetching familiar toys, and tidying away when requested which helps develop sorting and problem solving skills supported by the childminder's encouragement and praise. There are some resources to

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who attend

develop children's understanding of information technology, however not all are suitable for younger children. As a result, children's learning in this area is not fully promoted.

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who attend

The childminder has general knowledge of the progress that children make from their starting points as she knows the children well. However, assessment of children's learning is not consistently rigorous. For example, information is not always used effectively from observations, in order to plan for children's next steps in their learning. As a result, activities are not always fully matched to children's needs and they make satisfactory rather than good progress. The childminder shares information with parents about activities their children have participated in. As a result, parents are adequately involved in their children's learning.

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

Children form very secure attachments because the childminder knows them and their families very well. The children are happy and very confident with the childminder, who promotes a well organised, friendly and caring environment for the children in her care. Settling-in processes and regular information exchanges with parents help children to become confident and promotes their well-being. The childminder prepares nutritious snacks and meals that meet children's dietary needs. She supports children's well-being and independence very well. Children's personal care needs are supported well as they are actively encouraged to be independent in their personal hygiene routines. Praise and reassurance are used most effectively to raise their self-esteem. The childminder models respectful interactions with the children. For example, she thanks them when they return cups and plates to the kitchen after a snack.

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

Children are very well behaved and they are helped to develop an understanding of good manners. For example the childminder encourages them to say 'please' when asking to have more snack and 'thank you' when they have finished. Minor behaviour issues are quietly and effectively dealt with by the childminder and as a result, the children learn acceptable ways to behave. For example, a child attempts to open the childminder's case of pencils, but he is effectively distracted by being offered a tin of crayons that he can use and happily begins to draw. The childminder effectively promotes children's understanding of diversity through access to resources, such as multicultural books and puzzles that reflect differences.

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

The childminder has given careful thought and consideration to making sure that her home is safe and secure. Risk assessments are thorough and are successful in providing a safe environment that children feel comfortable and at home in. Children are encouraged to learn how to manage risks as they tidy away resources so that they do not pose a trip hazard. This also helps children to become aware of their own safety needs. Children have good access to a range of interesting and quality resources, games and activities, which they can access freely to support and enhance their learning satisfactorily across all seven areas of learning. Children can play and explore the garden and take regular walks to a local school as they gain an understanding of the need for physical exercise. The regular walks to school also help the children develop familiarity with this setting and so prepares them for the transition, when they will attend there full-time.

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provision

The childminder has a good commitment to improving her service. There are systems in place for self-evaluation which clearly identify areas for future development. For example, the childminder has identified that her assessment procedures need to be more rigorous so that she can more effectively monitor children's progress and plan for their future learning needs. The childminder has a suitable understanding of the Early Years Foundation Stage and uses relevant documentation to help her plan activities. However, some activities lack challenge as assessment is not yet rigorous. She has high expectations for the quality of care that she offers. She is very well organised and methodical in her approach to maintaining documents which support and underpin her service and provision.

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provision

The childminder has a very good knowledge of the safeguarding and welfare requirements of the Statutory Framework for the Early Years Foundation Stage and keeps children safe through effective supervision. She has a very good knowledge of child protection matters and is fully aware of the reporting procedures in order to ensure children's well-being. She has attended training in this area and completely recognises the importance of protecting the children in her care.

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provision

The childminder has developed very good relationships with parents and liaises with them in relation to their children's care needs. She keeps them involved in their children's learning as she shares a daily diary of information about activities they complete. Older children, cared for by the childminder before and after school and during school holidays, are siblings of younger ones. This ensures continuity of care and consistent practice and also enhances her relationships with their parents. The childminder has established good links with the local school. This means that she can effectively support and prepare children, and promote consistency in their experiences.

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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 action. 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 EY452157 Local authority Cheshire West and Chester Inspection number 883594 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 3 Number of children on roll 1

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Name of provider

Date of previous inspection not applicable

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Telephone number

set out in the guidance ‘Complaints procedure: 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, which are usually the childminder’s 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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