Bennett, Maxine Elizabeth

Inspection date

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

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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

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This provision is outstanding

 Children show very high levels of enthusiasm for learning due to the childminder's excellent and very positive approach and expert knowledge of their individual needs, abilities and achievements. As a result, children make exceptional progress.  The childminder provides a highly effective secure, safe and enabling environment, so that children build significantly strong attachments and make excellent progress in their learning and development.  There are highly effective strategies to share children's care needs with parents through regular discussions, text messaging and emails.  The childminder has an excellent understanding of how to promote the safety of children in her care. She has assessed the risks to her premises exceptionally well and with her co-childminder has created a superbly organised environment where children flourish.

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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 playroom, conservatory and kitchen.

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Inspection activities

 The inspector looked at children's assessment records, including the progress check at age two, planning information and children's development files.

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Inspection activities

 The inspector looked at supporting documents, including the self-evaluation form, policies, parents' information file and written testimonials from parents.

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Information about the setting

The childminder was registered in 1989 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult child in a house in Hartford, Cheshire. The childminder works in partnership with her husband, who is also a registered childminder. All areas of the property are used for childminding and there is a large enclosed garden available for outdoor play.

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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. She 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 age group. Children attend for a variety of sessions. Respite and emergency care are also provided. The childminder is a member of the Professional Association for Childcare and Early Years. The childminder and her husband have achieved a level 3 NCMA Quality First award.

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

 consolidate and enhance training opportunities for food preparation, so that the current exemplary standards can be maintained and further benefit children's well- being.

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who attend

The childminder has developed extensive and highly detailed ways to observe, assess and plan for children's individual needs across the seven areas. She has effectively monitored and developed her practice with regards to documentation and as a result, has an exceptionally detailed and comprehensive system in place. This excellent practice is shared with other childminders in the local area. The childminder makes very regular and detailed observations of children as they play and takes photographs to share with parents of the activities they engage in. Parents add very positive comments in their child's file and so are able to share in children's learning. 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 for a child of two years. The

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who attend

childminder talks regularly with parents to discuss their child's progress. She has already carried out and shared with parents the progress check at age two. Children's starting points, in all areas of development and learning, are gathered through discussions with parents when children start at the setting and detailed observations in all seven areas on their first day.

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who attend

The childminder provides a very wide range of activities and experiences to challenge and interest children. She has a high level of understanding of the seven areas of learning and how to promote learning and development. Children play in a very well-organised environment, where they can select resources to support their play. This develops their independence and freedom of choice. They are active learners, highly motivated and enthusiastic. They show great enjoyment as they try to balance on 'wobble boards' and laugh and giggle with delight as they succeed in moving a ball around the track. The childminder uses highly effective ways to extend children's learning. For example, as children play a lotto game together, she asks them to name the pictures on each card. They discuss where they might have seen or find the item. A child correctly identifies a snail and children and the childminder discuss that there are snails in the garden and that

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who attend

they can go out later on and see if they can find some. Children are encouraged to count during everyday routines and activities. The childminder takes every opportunity to promote and develop children's awareness of number and counting for a purpose. As a result, children are very confident and spontaneously count their toes when taking off their socks and drink bottles on the table. They count the number of pieces of banana at snack time and flowers that they have made with a construction set.

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who attend

Children's communication and language skills are exceptionally well-promoted through regular, meaningful and purposeful conversations. For example, children discuss why a balancing activity will be better if they take off their socks. The childminder instinctively differentiates the language she uses to match the age of children. For example, she uses brief and simple language for one-year-olds and more complex explanations for the older children. Children talk with great confidence and enthusiasm about a drop-in group they attend with the childminder. They talk excitedly about the activities they engage in and who they play with. A wide range of books and other printed matter are freely available, which help children develop awareness of written language. Technological toys, such as mini computers, help children to develop their skills and awareness. These resources are also used to help children recognise numerals and letters.

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who attend

Many excellent regular outdoor opportunities are provided both at the childminder's home and at local facilities, such as 'Jungle Gym'. The setting benefits from a very large enclosed garden and safe paved area, which children can freely access and run about. The co-childminder has built a superb climbing frame with extensive opportunities to develop children's physical skills as they play outdoors. Children also have free access to a very wide range of wheeled toys. In addition, children walk to and from local schools each day with their older siblings. As a result of these varied activities, children greatly benefit from fresh air and exercise and further extend their physical skills. These daily trips provides excellent opportunities for the childminder to liaise with teachers and as a result, she is fully aware of the skills that benefit children as they move on to school. Children play exceptionally well together. They willing share and take turns, needing no reminders from

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who attend

the childminder. For example, children play lotto together most harmoniously and spontaneously praise the child who completes the game first.

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

The childminder has extraordinarily consistent and high expectations of all children in her care. For example, all children are encouraged to manage personal hygiene routines independently, although, receive very sensitive and appropriate support when they need it. Children play and learn in an exceptionally safe, creative and stimulating environment. The childminder is passionate about her 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. Children have excellent relationships with both childminder's and with each other. They play and learn harmoniously in a highly stimulating environment. The childminder demonstrates an exceptionally high level of commitment to making sure that the children feel happy, secure and comfortable in her home. She is very effectively

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

supported by her co-childminder, who shares her 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.

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

Children's good health and well-being is promoted exceedingly well. There are highly effective daily routines, which include healthy snacks, home-made freshly prepared meals and regular access to interesting outdoor activities both at the setting and in the local area. Both childminders set very high standards to promote the well-being of children and effectively encourage them 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

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

evacuation practices are carried out regularly and so children clearly know what to do in such situations.

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

The extensive range of high quality equipment and toys are varied, interesting and safe for children to use, both indoors and in the extensive outdoor area. The rooms in the home are used very flexibly and imaginatively promoting children's independence and learning. An abundance of highly organised space for children to play comfortably and safely is provided. The setting is exceptionally clean and well-planned, allowing children to freely access all areas and resources independently. Children access their individual water bottles throughout the day and manage their own personal hygiene, with sensitive and discreet supervision from the childminder. As a result, they develop and extend their self- help skills in highly successful ways.

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

All children are valued very highly and they show a delightful sense of belonging. They are exceptionally sociable and engage in in-depth conversations about their play with the inspector showing great confidence and social ease. Continuity of care is provided at all times and especially during settling-in times and transitions to other settings. Children are exceptionally well-behaved. They respond joyfully to the childminder's exemplary use of praise and encouragement. Children spontaneously help and care for each other. For example, one child had mislaid their comfort blanket and another child found it for them and was thanked for their efforts by both the child and the childminder.

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provision

The childminder has a very strong commitment to developing and improving her service. She constantly monitors and evaluates children's experiences, learning and care by seeking the views of parents and children. She has devised questionnaires, which parents use to give exceptionally positive feedback and their views on the service that this highly experienced childminder provides. The childminder has used self-evaluation very effectively to accurately identify priorities for improvement. For example, with her husband, who is also a childminder, plans have been made to register the setting as a food business establishment and undertake the associated extensive training. This will further support the well-being of children. The recommendation from the last inspection has been met in full. As a result, the childminder has maintained her outstanding provision. She has expert knowledge of the learning and development requirements and is

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provision

very proactive in keeping up to date and abreast of new developments through personal research and reading. The childminder makes very accurate assessments of the educational programme based on an exceptionally secure understanding of the areas of learning and how children learn. She has a wealth of experience and uses this inspiring knowledge in highly effective ways to support children's development and learning.

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provision

Highly detailed and especially, rigorous tracking, observation and monitoring procedures are in place. These are regularly and frequently shared with parents, who make very positive comments and share in the assessment of their child's learning. Parental contributions to the assessment process are highly valued and are used to plan successful experiences that very effectively meet children's needs.

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provision

The childminder's knowledge of how to deal with safeguarding issues is excellent. She has excellent understanding of the procedures to protect children's well-being. She is fully aware of the requirements to notify Ofsted of any changes to her provision. All required documentation is in place and is reviewed annually. 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. She places the highest level of importance on protecting children in her care and keeps children safe and secure through highly effective and sensitive supervision.

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provision

Very positive relationships have been established with parents. Information is shared as children start at the setting and through discussions as children are collected. Text messages and emails are also used very successfully to ensure a two way flow of information. Several families have used this childminding provision for many years and are exceedingly complimentary about the quality of the service offered. The childminder works very effectively in partnership with local schools and is well-known to the staff there. 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. Transitions between the childminder's setting and other provisions and school are especially smooth. As a result, children benefit greatly from a highly co-ordinated approach. From her past experience of working with

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provision

children with special education needs and/or disabilities and children who have English as an additional language, the childminder has a very secure understanding of how to work effectively with other professionals and is able to offer exceptional support children and their families.

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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 303956 Local authority Cheshire West and Chester Inspection number 922270 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 22

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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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