Monteith, Emma Louise

Inspection date

Previous inspection date 24/07/2013 Not Applicable

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early years provision

This inspection: 2 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 2

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This provision is good

 Children are happy, settled and eager to learn. They have positive relationships with the childminder and one another and positive behaviour is promoted.  The childminder has a secure understanding of how children learn. She accurately assesses the next steps in their learning and provides exciting and purposeful learning opportunities. This ensures that children make good progress in all areas of their learning and development.  Children access and use an extensive range of toys and equipment that are of good quality and are organised effectively to enable them to make independent choices about their play.  A comprehensive range of policies and procedures have been developed and implemented by the childminder. This effectively promotes the health, safety and wellbeing of children in her care.

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It is not yet outstanding because

 There is scope to build upon existing parent partnerships to ensure that parents are aware of the high value that the childminder places upon their contributions to children's learning and to encourage them to engage with this.

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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 snack time, a range of activities outdoors and lunch time.  The inspector spoke with the provider and children throughout the inspection.

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Inspection activities

 The inspector examined a range of documentation including planning, children's development records and policies and procedures.

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Inspection activities

 The inspector took account of the provider's self-evaluation and plans for improvement.

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Information about the setting

The childminder registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner, her partner's brother and her young daughter in a house in Chester, Cheshire. The whole of the ground floor and the rear garden are used for childminding. The family has pet fish.

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Information about the setting

The childminder attends a toddler group and activities at the local library. She visits the shops and park on a regular basis. She 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:

 make parents aware of the importance of sharing information about their child's learning and development at home. For example, through encouraging them to contribute to their child's development folder.

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who attend

Each child is supported in their early learning and development by the enthusiastic and skilled childminder, who has a very secure knowledge and understanding of the Early Years Foundation Stage and how children learn. Their progress is accurately observed and assessed to identify their current needs and interests, which enables the childminder to plan for the next steps in their learning. Consequently, children make good progress across all areas of learning.

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who attend

The childminder plans interesting and thought-provoking activities that stretch and challenge children in their thinking and imagination. For example, she has made a beach in her outdoor area, complete with sand, blue sea, cooked spaghetti seaweed and magnetic fish and fishing lines. This supports children to develop physical skills through digging and pouring, promotes their language development through talking about what they see and their imagination through pretending that they are in a real life situation.

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who attend

The indoor and outdoor environments are well-resourced and children access resources independently as they initiate their own play. Resources support all areas of learning and are of good quality. Children are able to access resources independently as they are stored on open shelving or drawer units. This allows them to initiate their own play and develop their imaginations. For example, during outdoor play, children help themselves to watering cans to enable them to make the dry sand wet, which provides them with different play opportunities.

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who attend

Children's language and communication is supported well because the childminder listens, shows interest and responds to what children are telling her. She is very attuned to the non-verbal communication of babies, responding to their needs and their verbal communication, which she replies to, promoting early conversations. Toddlers are encouraged to form sentences and the childminder supports them, giving praise and repeating back what they say. This teaches children the correct pronunciation. Older children are supported in extending their thinking further through open-ended questions.

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who attend

Children develop good physical skills as they engage in activities indoors and outdoors. The childminder ensures that babies have opportunities to develop confidence in crawling and walking using the childminder as support. Good use is made of the outdoor area and local parks to encourage children to be active in their play and learning. Toddlers eagerly kick and throw the ball to older children, bounce on the trampoline and take off their socks and shoes to physically explore the make-believe beach. They are encouraged to work together and share resources, such as the outdoor chalkboard and chalks, which supports their personal, social and emotional skills.

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who attend

The childminder takes her role very seriously and promotes a strong and open relationship with parents and carers. Parents contribute information about their children's skills and interests when they begin with the childminder. This enables the childminder to get to know children's individual needs and personalities and helps her identify their starting points on which to form the basis of her assessments of progress. The childminder shares ongoing information with parents about their child through a daily diary. In addition, she shares a summary of children's progress and next steps in learning and development with parents every term. This ensures that parents are kept up to date with how they can support their child at home. However, there is scope to involve parents further, so that they can share information about their child's learning and development at home with the childminder.

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

The childminder has developed a good system, which enables her to build strong relationships with children in her care and she gets to know them very well. This means that they are happy and confident and ready to try out new experiences and develop their abilities. The childminder follows baby's home routines, which parents share with her during initial visits to her home. She introduces regular times for snacks and meals, which means that young children begin to understand the importance of regular habits. This meets their physical requirements and enables them to be ready for active play and learning. Meals and snacks are freshly prepared and include a wide range of fruits and vegetables. This supports children in their understanding of a healthy diet. They use the outdoor play space and local parks daily, which develops a positive attitude towards exercise in the fresh air. The indoor environment promotes children's independence well as they freely

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

access resources and are encouraged to feed themselves. Good hygiene routines are promoted as children are reminded to wash their hands before eating and after using the toilet. Systems are in place for parents to share information with the childminder about any health or dietary issues children may have and there are thorough records for accidents and any medication administered.

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

Children are well-behaved because the childminder has a positive attitude to behaviour management. Consequently, they know the simple rules and what the boundaries are. Children learn to play cooperatively from an early age as the childminder encourages them to share and take turns. They are confident, friendly, well-mannered and motivated. Attendance at local toddler groups provide opportunities for children to meet up with larger groups of children and to develop their social skills. This helps prepare them for the move to school when the time comes.

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

Children are beginning to learn about how to keep themselves and others safe. They are reminded of the rules regarding sitting down on chairs at the dining table at snack and mealtimes. Older children learn the importance of closing safety gates behind them when using the bathroom, to protect younger children. They are reminded when paddling in the outdoor 'sea' to put their feet down firmly, so that they do not slip.

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provision

The childminder is highly organised and has ensured that she fully complies with all aspects of the safeguarding and welfare requirements of the Early Years Foundation Stage, going beyond what is expected of her in her role as a childminder. She has also embraced the learning and development requirements of the Early Years Foundation Stage in a very organised and effective way, ensuring that all seven areas of learning are provided for. She does this through observing children's progress in all areas and planning next steps to extend these through play based activities that are both fun and challenging. She has effective systems in place to monitor children's progress and to carry out the progress check at age two, sharing these with parents.

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provision

The childminder has a sound awareness of the signs that may cause concern about a child's welfare. She fully understands the importance of her role in protecting children and seeking help and advice should that become necessary. Parents are fully informed of her duty of care through effective policies and procedures, which are shared with them from the start of any care arrangements. The childminder undertakes comprehensive risk assessments for her home and all outings and is fully aware of the supervision requirements of younger children in her home and during visits off site. Her home and garden are safe and secure and visitors are verified and supervised. This helps to ensure that children are protected from harm. The childminder strives hard to work in partnership with parents, engaging with them during initial visits to gain knowledge of their child's development and individual care needs. Parents are provided with daily diaries, verbal feedback and termly learning and

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provision

development progress updates. The childminder has developed book bags for parents to share with older children at home. This helps to support partnerships with parents, engaging them in supporting their child's learning and development at home. The childminder identifies that this is an area she needs to develop further for younger children and their parents.

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provision

The childminder engages in a thorough evaluation of her practice and openly conveys her ideas for improving her provision. She is making ongoing improvements to ensure that children make good progress and enjoy their time in her care. Systems to gain feedback from parents through questionnaires are in progress. The childminder is keen to capture the views of children in her care through the use of the mosaic approach. This involves children using a camera to identify what they like or dislike about the setting, providing the childminder with valuable feedback. The childminder is keen to attend further training to enhance her knowledge and skills and has a support network of other childminders, who share good practice and ideas with one another.

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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 EY457457 Local authority Cheshire West and Chester Inspection number 903058 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 4

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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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