Prescott, Stephanie Jane

Inspection date

Previous inspection date 20/03/2013 22/09/2009

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early years provision

This inspection: 2 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 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.  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 has a good understanding of the needs of children. This includes how to provide stimulating activities and organising a wide range of visits to promote children's learning.  Strong relationships with parents and good information sharing with them result in the childminder having a thorough understanding of children's needs.

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It is not yet outstanding because

 Planning is not effectively monitored to ensure that it is consistently thorough, so that the childminder can ensure children will continue to remain challenged and interested in their activities at all times.  There is scope to further develop children's independence by providing more opportunities for them to independently select those resources which interest them most.

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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 main playroom and the dining room.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation and a range of other documentation, and discussed the provider's self-evaluation process.

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Inspection activities

 The inspector spoke with the childminder at regular intervals throughout the inspection.

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Inspection activities

 The inspector took account of parents' and children's views provided through questionnaires, references and comments in their children's records.

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Information about the setting

The childminder was registered in 2006 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged 12 years and 18 years in Knutsford, Cheshire. The whole of the ground floor and the rear garden are used for childminding. The family have a pet rabbit and two dogs.

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Information about the setting

The childminder attends a childminder group and is able to take and collect children from local schools and pre-schools. There is currently 19 children on roll, four of whom are in the early years age group. The childminder operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 strengthen the monitoring of planning, so that it is consistent and thorough in ensuring that learning activities will continue to challenge and interest children

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

 enhance children's independence further, by providing them with opportunities to self-select resources which interest them most.

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who attend

Children are happy and enthusiastic learners who are keen to engage in activities and explore resources. They benefit from consistently good quality interactions with the childminder that stimulate and challenge them well. Consequently, children make good progress in all areas of learning relative to their starting points. For example, babies are developing early language skills because the childminder responds well to their babbling and early efforts to talk. The childminder talks to children constantly, and the very youngest children increasingly experiment with making sounds to communicate. Children are encouraged to express themselves in their own way, such as with gestures. The childminder supports them well by using repetition and rhyming games to develop their confidence with new words and sounds. The childminder uses her thorough knowledge of children's interests to plan activities, across all areas of learning, that build on what they

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who attend

know. The childminder stimulates babies well, encouraging them to stretch and helping them take their first steps. When they crawl or roll over, she sits next to them to offer a physical support should they need it. She puts out resources which are close to hand and children delight in being shown how to operate these. For example, a small train which operates when children press a button to make it go forward. Babies acquire skill in simple technology as they demonstrate how to return the moving train back towards the childminder. Babies use their problem solving skills well as they put cars into a transporter, identifying which vehicles can fit into which part of the truck. The childminder introduces language about size, shape, colour and pattern at a very early age so that children learn to use the correct terminology about objects. She encourages children to think about size, shape and number as they construct a tower from blocks, and the childminder describes

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who attend

what they are making. The learning environment and resources are reasonably well- organised, but currently do not allow children enough independent choices about what interests them.

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who attend

The childminder demonstrates a good knowledge and understanding of the learning and development requirements of the Early Years Foundation Stage. Good settling in processes enable the childminder to gather a range of information from parents about children's needs, abilities, interests, likes and dislikes. This helps her to establish children's starting points in order to monitor each child's progress in relation to these. The childminder makes good use of her observations to assess children's current stages of development and to identify how they can be challenged to move on in their learning. As a result, children are working within the developmental stages expected for their ages and are developing the skills needed to take the next steps in learning, including the transition to school. The childminder encourages parents to be involved in their children's learning. She makes effective use of her daily discussions with parents to talk about children's progress,

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who attend

how learning can be supported at home, and to ask them to share their own observations of their children's achievements. The childminder keeps learning journals to help monitor children's progress in each area of learning and parents are encouraged to contribute to these. The childminder develops friendly relationships with staff in other settings which provide the Early Years Foundation Stage, and when collecting children she has discussions about the child's day. These conversations include some information about key achievements while at the other setting and promote consistency in setting learning objectives for the children.

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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 are 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. Children and babies show that they feel safe and secure in the setting as they investigate and explore their surroundings with confidence.

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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 visits to other groups and settings mean that children can develop confidence in various social situations, which helps to prepare them for moving on. The childminder skilfully involves children in activities which 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 good understanding of her role and responsibility to promote the safeguarding and welfare requirements. For example, toys, equipment and premises are appropriate for children and regularly checked. Risk assessments identify and eliminate any possible hazards to children. The childminder also has a good knowledge and understanding of child protection. She knows the possible signs of abuse and understands the procedures to follow to make referrals to outside agencies when necessary. This means that children are safe and protected while at the childminding provision.

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provision

The childminder has attended appropriate training, such as the required local authority approved childminding training course and first aid. She attends additional training to further improve her practice. For example, she has recently completed safeguarding training and is beginning a level 3 early years qualification. The childminder provides interesting learning opportunities and, consequently, children are confident and act independently in their surroundings. She discusses the educational programme with parents and uses assessment sheets to track children's learning and development. As a result, children's learning and development is clearly and effectively supported. However, the monitoring of how planning is used is less robust and there is room to make sure it is consistent and thorough, so that children remain well challenged and interested in their learning at all times. The childminder is aware of the importance of working in partnership

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provision

with parents and opportunities to encourage them to share what they know about their child in relation to their ongoing learning and development are very good. As a result, the views of parents and children have contributed towards the self-evaluation process. An example of this is the recently developed weekly menu which allows parents and children to see in advance what food is to be provided for each meal. Relationships with other providers support children's learning. The childminder's good knowledge of children's development means she has accurate information on which to base assessments for the progress check at age two. Appropriate information is shared with other providers to ensure children experience continuity and extension in their learning and development. As a result, all children are making good progress.

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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 EY332156 Local authority Cheshire East Inspection number 820577 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 19

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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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