Childminder in Cheshire EastOfsted inspection, 9 May 2013

Inspection date

Previous inspection date 09/05/2013 13/10/2009

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early years provision

This inspection: 2 Previous inspection: 1 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 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.  The childminder has a good understanding of the needs of children. This includes stimulating activities and a wide range of visits to promote children's learning.  Partnerships with parents are strong and they are kept well informed about their child's day through discussion and the sharing of the children's daily diary and development folder. A range of useful information is displayed around the setting.  Children become active learners and independent thinkers because they freely access a range of continuously available toys and equipment, both inside and outside, which supports their learning and development.  Children enjoy the range of planned activities. They receive positive support from the

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This provision is good

childminder that helps them to explore and develop their concentration.

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It is not yet outstanding because

 The childminder does not consistently use information, such as the Development matters in the Early Years Foundation Stage guidance, to enhance her monitoring of children's progress so that their progress is maximised.  The childminder does not always use stories with repetitive phrases and structures to read aloud to children, to support specific vocabulary or language structures.

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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.

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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 2006 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and four children aged two, five, 10 and 14 years in Crewe, Cheshire. The whole ground floor of the house, two bedrooms on the first floor and the rear garden are used for childminding.

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Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools.

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Information about the setting

There is currently one child on roll in the early years age group. Children attend for a variety of sessions. The childminder operates all year round from 8am to 7pm, Monday to Friday, except Bank Holidays and family holidays. She sometimes works with a co- childminder and 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:

 make more consistent use of information, such as the Development matters in the Early Years Foundation Stage guidance, to support the monitoring of children's progress to ensure this is maximised

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

 make better use of stories with repetitive phrases and structures to read aloud to children, to support specific vocabulary or language structures.

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who attend

Children enjoy their time in the childminder's care. The partnership with parents is effective in ensuring children's welfare needs are met, and she builds on children's interests well, establishing what toys and resources they like at the start of the day. She ensures these are readily available and used to support their learning. She observes children in their play, accurately assessing the learning taking place. This enables her to plan activities that support children's ongoing development and plan for their next steps. Consequently, children are suitably challenged, motivated and develop a positive attitude to learning so that they are well prepared for their transition to school through effective teaching. However, the childminder does not consistently use information, such as the Development matters in the Early Years Foundation Stage guidance, to enhance her monitoring of children's progress so that their progress is maximised

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who attend

Children explore their surroundings and the toys available. They make use of activities which the childminder has provided, such as foam, so that that they can begin to make marks as a precursor to writing. They recognise and begin to show interest in number, shape and colour, confidently selecting a purple duck, which the childminder asks them to select. They operate simple technology with confidence and the thrill of self-discovery as they turn a dial to illuminate a toy. The childminder recognises this and extends the activity to include ducks which glow, and encourages the child to try them out in a tent so that their effect is maximised. Children's communication and language is fostered well as the childminder explains everything and has a continual discussion with children, so that they make connections in their learning. She sings simple nursery rhymes to them but does not make as much use of stories with repetitive phrases to support specific

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who attend

Being outside is a regular feature of the children's day. They regularly go for walks to the local park to play on a wider range of equipment or run around, and they visit local groups, such as the children's centre. The garden area is well equipped with a range of activities to engage children's interest, including sand play and cycles, and objects, such as wind chimes and streamers, which help children gather an understanding of nature and the effects of wind. This helps to contribute to children's general well-being and physical development. The childminder provides an inclusive environment where all children are welcome. Various festivals are shared with children so that they are aware of different customs.

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who attend

Parents receive good quality information about the provision. They are encouraged to share information about their child when they first attend and on an ongoing basis so that children's individual needs are met effectively. Parents are well informed about the welfare, achievements and progress of their children so they are able to continue their learning at home.

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

Children are settled and confident in exploring their surroundings. The childminder knows children well and is aware of their likes and dislikes. They are well supported by the childminder, who understands how to support children in separating from their main carers. She ensures that individual children have their needs met. She works closely with children and their families to effectively support their welfare and learning. This helps children to form secure bonds and to settle into their surroundings with ease. All children, show confidence and develop a sense of belonging because they are welcomed into the setting. Children demonstrate affection for people who are special to them, such as the childminder, to whom they go for comfort and reassurance if they need it.

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

Children's behaviour is good and their self-esteem is promoted as the childminder offers regular praise and encouragement. There is frequent exchange and sharing of information with parents and carers, which results in each child being respected and valued. Babies and young children have their individual home care routines followed with regard to feeding and sleeping. Children's awareness of health is promoted through the daily routine and activities. For example, children are provided with healthy meals and snacks, such as bananas and grapes with water, and this helps to promote their awareness of healthy eating. They are reminded about the importance of hand washing before meals and after play. Children engage in daily opportunities to play outside in the fresh air as they visit the local park, developing their physical skills and well-being. Younger 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

Regular visits to other groups and settings mean that children can develop confidence in various social situations. This prepares them for moving on or for the next stage in their learning and development, as the childminder supports them in making the transition between settings and on to school. Information is shared with other providers on a regular basis, which enables all people involved with the child to note their interests, needs and development, and effectively promote continuity of care and learning.

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provision

As a result of information received by Ofsted, the inspection looked closely at matters relating to safeguarding, activities for children, and the safety and suitability of the premises. The childminder was found to be fully complying with the Statutory framework for the Early Years Foundation Stage. She 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 possible signs of abuse and understands the procedures to follow for any referrals. This means that children are safe and protected while at the setting.

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provision

The childminder has attended appropriate training, such as the required local authority approved childminding training course and first aid. In addition, she attends additional training to further improve her practice, for example, recently completing safeguarding training. The childminder provides interesting learning opportunities, and consequently children are learning to become more confident and independent in their surroundings. The educational programme is discussed with parents and she uses assessment sheets, which are devised to monitor children's learning and development. As a result, children make good progress in their learning and development.

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provision

The childminder is aware of the importance of working in partnership with parents and she creates opportunities to encourage them to share what they know about their child in relation to their ongoing learning and development. As a result, the views of parents and children have contributed towards the self-evaluation. Previous written comments made by parents show they have been happy with the quality of care provided. Relationships with other providers help to support children's learning. The childminder's good knowledge of children's development means she has accurate information for assessments for the progress check at age two. She shares these with other providers, along with progress records, to ensure children experience continuity in their learning and development. Effective planning helps children to move forward in their learning. 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 EY335933 Local authority Cheshire East Inspection number 911916 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 1

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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

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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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