Childminder in Cheshire West and Chester

Inspection date

Previous inspection date 02/07/2013 17/12/2008

p.1

early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

p.1

This provision is outstanding

 The childminder promotes a very high level of enthusiasm, engagement and motivation with the children through constant, meaningful, interactions and an excellent knowledge of the children's needs. As a result, children are making excellent progress.  The childminder has an exemplary understanding of how to promote the safety of children in his care. He has assessed the risks to his premises very well and has created an exceptionally well-organised environment where children flourish.  Children build exceptionally strong attachments because the childminder provides a secure, caring and enabling home environment.  The childminder has excellent professional standards of care and as a result children's well-being is promoted exceedingly well

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities in the conservatory, playroom and kitchen.

p.2

Inspection activities

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

p.2

Inspection activities

 The inspector looked at documentation and a selection of policies and children's records.

p.2

Inspection activities

 The inspector checked evidence suitability of the childminder and other adults on the premises.

p.2

Information about the setting

The childminder was registered in 2002 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. He lives with his wife and adult child, in a house in Hartford, Cheshire. The childminder works in partnership with his wife, who is also a registered childminder. All areas of the property are used for childminding and there is an enclosed garden available for outdoor play.

p.3

Information about the setting

The childminder operates all year round, from 7.15am to 6.45pm, Monday to Friday, except for bank holidays and family holidays. He takes children to and collects them from local schools and pre-schools. Children are taken to local toddler groups and on outings in the area. There are currently nine children on roll, who are in the early years ages group. Children attend for a variety of sessions. Respite and emergency care are also provided.

p.3

Information about the setting

The childminder is a member of the Professional Association for Childcare and Early Years.

p.3

Information about the setting

The childminder and his wife have achieved a level 3 NCMA Quality First award.

p.3

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

 consider ways to make the new outdoor decking area safely accessible to crawling babies, so that they can develop more independence.

p.3

who attend

The childminder has an excellent knowledge of the progress that children make from their starting points and he knows the children exceptionally well. He completes very detailed observations across the seven areas of learning and effectively uses them to plan for children's next stages. He accurately identifies ongoing achievements, in all areas of their development through regular detailed assessments, including the progress check at two. All of this information is shared with parents, who write very positive comments in their child's files. This means that parents are kept very well informed and involved in their child's learning.

p.3

who attend

The childminder has a highly comprehensive understanding of how to support children and capture their interest. He is fully aware that children learn through play and shows excellent understanding of how to extend and develop children's play. For example, as children pretend to be jumping on stepping stones over water to escape a crocodile, he gets a toy crocodile, placing it alongside some stepping stones. This means that he not only very effectively supports and extends children's play, but also subtly adds interest and excitement. He makes very regular use of the outdoor environment and plans exciting outings for children, which enhances their learning experiences. They greatly benefit from daily, regular walks to local schools, which encourage them to become familiar with the local environment. Regular outdoor play opportunities are provided at both the childminder's home including an excellent climbing frame and wide range of toys and at

p.3

who attend

local facilities, such as a childminder drop-in group. As a result, children benefit from fresh air and exercise and develop their physical skills. Children play exceptionally well together. They very willingly take turns and share, such as when playing lotto.

p.4

who attend

Children are very active and motivated learners. They make independent choices from the accessible range of high quality resources in a child-friendly environment. They develop their own play and begin to play imaginatively, pretending to take dolls across the sea in boats. They sing familiar rhymes as they play and laugh with obvious delight and pleasure. They show a high level of interest and copy one another's actions, they giggle infectiously, developing excellent relationships. Activities are tailored to suit children's development stages. For example, a range of construction sets, with large and small pieces are provided. As a result, children can successfully and independently construct and problem solve at an appropriate level. This also helps the children to develop the skills and attitudes to help prepare them for the next stage of learning, such as moving on to school.

p.4

who attend

The childminder actively listens and joins in activities, motivating children and skilfully encouraging their use of language. For example, one of the youngest children wants him to replace batteries in a mini-computer and uses gestures to make themselves understood. The childminder expertly models the child's action with words and extends her vocabulary and communication skills. Children's records show that they are making excellent progress in their learning and development especially in communication and language. For example, one child uses vocabulary and constructs sentences in everyday conversations that are well ahead of normal development. He recognises and makes excellent use of spontaneous opportunities to develop children's knowledge of colour and number, by supporting them as they play and in everyday routines. For example, he encourages the children to identify the colour of the plates and number and shape of

p.4

who attend

banana pieces at snack time and to identify specific shapes when building a model.

p.4

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

Children have excellent relationships with both childminder's and with each other. They happily play and learn harmoniously in a highly stimulating and safe environment. The childminder demonstrates an exceptionally high level of commitment to making sure that the children feel happy, secure and comfortable in his home. The childminder is zealous about his role and responsibilities to caring for children and supporting their families. Care practices are outstanding and the childminder is highly skilled and sensitive in helping children develop very secure and strong emotional attachments. He is very effectively supported by his co-childminder, who shares his commitment. As a result, children make excellent progress in all areas of their development and learning. They receive excellent, responsive care, which is highly effective in meeting their individual needs. The childminder meets children's individual care needs highly effectively, sharing the day's

p.4

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

routines with parents, for example, through regular conversation, photographs, text messages and emails. This ensures and promotes continuity of care. He has very consistent and high expectations of all children in his care. He prepares very nutritious snacks and meals that meet children's individual dietary needs. Children share their mealtimes with the childminder and so he creates highly sociable events where children are very effectively supported to develop their self-help skills. For example, all children use 'wet wipes' to clean their hands and faces independently at mealtimes and freely access their water bottles throughout the day, which very effectively promotes their developing independence and self-help skills, especially in the younger children. The childminder protects children from the risk of cross-infection by following good hygiene practices, such as providing a ready supply of wet wipes for the children to use.

p.5

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

Both childminders effectively encourage children to recognised potential risks and hazards as they learn to keep themselves safe. For example, children suggest to the childminder that stepping stones are put away before they get a construction set out so they will not trip over, therefore showing a high level of awareness of how to keep themselves and others safe. Children clearly understand how to dispose of used tissues and 'wet wipes' hygienically and do so without being reminded by the childminder. This contributes very effectively to preventing the spread of infections and further protects children's well-being. Fire and emergency evacuation practices are carried out regularly and so children clearly know what to do in such situations.

p.5

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

There is an extensive range of high quality resources, which provide stimulating and interesting support for children as they play. Children have an abundance of space to play, both inside and outdoors. The childminder has created a highly organised and vibrant setting where children flourish. The setting is exceptionally clean and well-planned, allowing children to freely and safely access all areas and resources independently. Children manage their own personal hygiene, with sensitive and discreet supervision from the childminder. As a result, children develop and extend their self-help skills in highly successful ways.

p.5

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

The children are exceptionally well-behaved. They are highly valued and show a wonderful sense of belonging. They show concern and a developing awareness of how to keep themselves and others safe. For example children suggest moving some toys before getting different ones out, so they will not trip over. All of the children approach the childminder very readily and become highly confident about playing in familiar surroundings, secure in the knowledge that their carer is close by. The childminder works in partnership with parents to ensure that children feel emotional secure as they start in his care. He has developed highly supportive settling-in procedures, which support children and their families exceedingly well. Continuity of care is provided at all times and especially during settling-in times and transitions to other settings. The childminder works very effectively in partnership with local schools and pre-school groups and so is able to

p.5

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

extend children's learning. He also supports children on initial visits to school, if parents are unable to attend. This contributes positively to enabling children to make successful transition to school. Very affectionate relationships are observed and children receive excellent responsive care.

p.5

provision

The childminder's knowledge of how to deal with safeguarding issues is excellent, with all required documentation in place. He has attended training to refresh and develop his understanding of safeguarding matters and fully recognises the importance of protecting the children in his care. The childminder keeps children very secure and safe through highly effective supervision, working in an exceptionally organised way with his wife, a co- childminder. Risk assessments are used very effectively to help minimise hazards and there are regular and frequent checks on safety equipment, such as smoke alarms and carbon monoxide detectors. He places the highest level of importance on protecting the children in his care and keeps children very safe and secure through highly effective and sensitive supervision.

p.6

provision

The childminder has expert knowledge of the learning and development requirements. He makes very accurate assessments of the educational programme offered, based on an exceptionally secure understanding of the areas of learning and how children learn. As a result, children are offered challenging and highly stimulating experiences and activities and make outstanding progress. Highly detailed and especially rigorous tracking, observation, evaluation and monitoring procedures are in place. These are very regularly and frequently shared with parents, who make highly positive comments and share in the assessment of their child's learning. Parents can also contribute to the monitoring process through the completion of questionnaires, giving their views about the provision. Views expressed are exceptionally complimentary and it is very clear that parents have a very high level of trust in the childminder. Parental contributions to the assessment process are

p.6

provision

highly valued by the childminder and he uses this information to help plan successful experiences that very effectively meet children's individual needs. Highly positive relationships with parents are firmly established and parents state that they have high levels of information about their child's learning. This contributes to excellent continuity of care between the childminder's setting and the child's home.

p.6

provision

There are very rigorous systems in place for self-evaluation and the childminder has a very strong commitment to improving and developing the service he offers. He is fully aware of the requirements to notify Ofsted of any changes to his provision. He has accurately identified realistic priorities that would enhance his provision further. For example, he has recently built a large outdoor decking area and has future plans to make it completely safe for the youngest children, so that babies can crawl from the conservatory to the decking area independently. He has fully implemented the recommendation from the last inspection and, as a result, there are excellent partnerships and meaningful communications with feeder schools. Quality relationships have also been established with other settings that some children attend, such as local pre-school groups. As a result, children are very well supported and receive high levels of continuity in their experiences.

p.6

provision

Transitions between the childminder's setting and other provisions and school are especially smooth. As a result, children benefit greatly from a highly coordinated approach.

p.6

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

p.7

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.

p.8

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.

p.8

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.

p.9

Setting details

Unique reference number EY245690 Local authority Cheshire West and Chester Inspection number 922269 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 22

p.9

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.

p.9

Type of provision

For the purposes of this inspection the following definitions apply:

p.9

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.

p.9

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.

p.9

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.

p.10

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,

p.10

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’.

p.11

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.11