Childminder in Cheshire West and Chester

Inspection date

Previous inspection date 04/09/2013 08/12/2010

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early years provision

This inspection: 2 Previous inspection: 2 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 2

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This provision is good

 The childminder promotes high levels of enthusiasm, engagement and motivation with the children through constant interaction and an excellent knowledge of the children.  The childminder has a very good understanding of how to promote the safety of the children in her care. She has assessed the risks to her premises very effectively and has created a well-organised environment where children flourish.  Children build exceptionally strong and secure attachments because the childminder provides a safe, secure and very enabling home environment.  There are effective strategies to share children's care needs with parents; these include daily home to setting diaries and regular discussions.

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It is not yet outstanding because

 The childminder does not consistently track all areas of learning for each child. Although children's records show that all areas of learning are covered, there is scope to improve the monitoring of the already detailed ways she observes, assesses and plans for children's individual needs to enhance the already good experiences offered to the children.

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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 playrooms and the outside area.

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Inspection activities

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

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Inspection activities

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

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Inspection activities

 The childminder and inspector did a joint observation of children in the outside play area.

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Information about the setting

The childminder was registered in 2007 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and son aged 11 years in Northwich, Cheshire. The whole of the childminder's house, except for the main bedroom, is used for childminding. She regularly works with an assistant. There is an enclosed paved rear yard for outside play.

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Information about the setting

The childminder walks to and from local schools to take and collect children. The childminder attends the local adult and toddler groups on a regular basis. She visits local shops, parks and leisure facilities and is close to public transport links.

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Information about the setting

There are currently eight children on roll, of whom four are in the early years age group. The children attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder is registered for overnight care.

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

 consider ways to consistently track all areas of learning for each child covered by their independent activities, so that the already good experiences offered to children can be enhanced.

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who attend

Children enjoy a very well-organised environment where they can freely select resources to support their play, developing their independence and decision-making skills. They very happily play with the childminder and her assistant, who respond to the children in very loving and highly responsive ways. As a result, children are active learners, highly motivated and very enthusiastic. For example, the childminder and children play a shape game on a tablet computer, taking turns and sharing in each other's success joyfully. The children snuggle up close to the childminder when sharing books together and happily repeat familiar words and phrases, which increases their involvement in the story telling. The childminder uses effective teaching strategies as she challenges the children to identify different coloured play vegetables and fruits. She helps them count the shapes in their computer game. As a result, children begin to develop an understanding of colour

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who attend

and number order. The childminder fully recognises and makes very good use of spontaneous learning opportunities to develop children's understanding of their own bodies. For example, she talks about heart beats as a child plays with a toy stethoscope. Activities are tailored to suit children's development stages. For instance, large handled brushes are provided so children can paint more skilfully and thick chalks are provided for them to make marks. As a result, children are developing the skills and attitudes to help prepare them for the next stage of learning, such as moving to school.

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who attend

Children's records show that they are making excellent progress in communication and language. For example, one child constructs sentences in everyday conversations that are developmentally well ahead for a child of two years. The childminder and her assistant actively listen and join in with activities, motivating children and encouraging their use of language. They offer plenty of praise and encouragement and use open-ended questions to extend children's understanding. For example, as children pick out magnetic letters the childminder says the letter sound and asks the child to find another one that is the same. As a result, children are developing an awareness of the written word.

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who attend

Children show very good control and co-ordination as they use cutlery at meal times and draw and paint. They display excellent dexterity and control as they use technological equipment. Many regular outdoor opportunities are provided both at the childminder's home and at local facilities, such as a neighbourhood park, which is visited several times a week. Children can run about and freely access a safe, enclosed outdoor play area and develop an awareness of risk and challenge as they play on larger apparatus in the park. Children walk to and from local schools each day with their older siblings. As a result, children benefit from fresh air and exercise and develop their physical skills. The daily trip to school provides excellent opportunities to liaise with teachers and as a result, the childminder is very aware of the skills that benefit children as they move onto school. Children play exceptionally well together. They willingly share and take turns, needing no

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who attend

reminders from the childminder. For example, one child completes a game on a tablet computer and passes it over to the other child so that they can have their turn.

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who attend

The childminder has developed detailed ways to observe, assess and plan for children's individual needs. However she does not consistently track all areas of learning for each child. Although children's records show that all areas of learning are covered, there is scope to improve the overview of this so that consistency is assured, in order to enhance the already good experiences offered to the children. The childminder makes regular and detailed observations of the children as they play. She takes numerous photographs of the children engaged in different activities to share with parents and so enables them to share in children's learning. Children's starting points are gathered through discussions with parents when children start at the setting and through an 'All about me' booklet completed by parents. The childminder has completed the Early Years Foundation Stage progress check at age two and shared it with children's parents.

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

The childminder is passionate about her role and responsibilities to children and their families. Care practices are outstanding and the childminder is highly skilled and sensitive in helping children develop very secure emotional attachments. The childminder demonstrates a high level of commitment to making sure that the children feel happy, secure and comfortable in her home. As a result, children have very affectionate relationships with the childminder, her assistant and each other. They receive excellent responsive care which meets their individual needs. For example, toilet training for one child is handled with great sensitivity and the child is making excellent progress. Settling- in procedures are very flexible and developed around the child's and family's needs. As a result, parents and children are highly supported as they start at the childminder's home and display a delightful sense of belonging. Continuity of care is provided at all times and

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

especially during settling-in times and transitions to other settings. A detailed and informative home to setting daily diary helps to further promote continuity.

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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 is varied, interesting and safe for children to use. The rooms of the home are used flexibly and so provide plenty of space for children to play comfortably and safely, both inside and outdoors. Children play and learn in a highly stimulating and well-organised environment. The childminder protects children from cross-infection by following rigorous hygiene practices. For example, individual hand towels are provided each time a child washes their hands in the bathroom and disposable wet wipes are used at other times. Home-made, nutritious meals and snacks are provided that meet children's dietary needs, following a weekly plan. This ensures that children are offered a balanced and healthy menu. Frequent and regular opportunities are provided for children to develop their physical skills and benefit from being outside. Children show a developing awareness of how to keep themselves safe as

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

they tell the assistant why they must hold hands when going up and down the stairs and when tidying away toys.

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

Children are valued very highly. They are exceptionally sociable and engage in conversations about their play with the inspector with great confidence and ease. Praise and reassurance are used most effectively to raise children's self-esteem and the childminder models respectful interactions with the children. For example, she thanks a child enthusiastically when she begins to tidy away toys without being asked. Children respond joyfully to the childminder's exemplary use of praise and encouragement. For example, one child beams and giggles with delight and excitement when praised after using the toilet. Children are exceptionally well behaved, cooperative and willing to share and take turns.

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provision

The childminder has a strong commitment to developing and improving her service. She constantly monitors and evaluates the children's experiences, learning and care by seeking the views of parents, children and her assistant. Home to setting diaries provide opportunities for parents to offer feedback, together with frequent discussions at the start and end of the day. The childminder uses her self-evaluation form to identify areas for improvement and these are realistic and achievable. For example, the childminder would like to spend more short periods of time with certain children on a one to one basis to offer more support, and so she has discussed ways that this can be achieved with her assistant. All recommendations from the previous inspection have been met. As a result, the childminder has developed her practice and provision effectively. She has very good knowledge of the learning and development requirements and makes accurate

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provision

assessments of the educational programme offered. She has recently revised her observation and assessment system and shares this information with parents so that they can share in their child's learning and progress. The childminder has extensive experience and a good understanding of how children develop which enables her to plan appropriate learning opportunities. She uses this knowledge in very effective ways to support children's learning and development. The childminder is very well organised and methodical in her approach to maintaining documents which support and underpin her service and provision.

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provision

The childminder has given careful thought and consideration to making sure that her home is safe and secure. Risk assessments are thorough and successful providing a safe environment that children feel comfortable in. Regular fire and emergency evacuation procedures take place ensuring that everyone in the home will know what to do. The childminder has a very good knowledge of safeguarding and welfare requirements and is fully aware of the reporting procedures in order to ensure children's well-being. She has recently attended training in this area to update her knowledge and skills and completely recognises the importance of protecting the children in her care.

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provision

Very positive relationships with parents have been established. Information is shared as children start at the childminder's setting and through discussions at drop-off and collection times. Text messages and emails are also used to share information, such as photographs and possible concerns. Several families have used this childminding provision for many years and are highly complimentary of the service and care offered. The childminder has developed good partnerships with local schools attended by older children. Good relationships have also been established with a local adult and toddler group which young children and the childminder attend each week. This ensures continuity of care and effectively supports the children's development. The childminder has good knowledge of how to access additional support services if required, such as speech therapy.

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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 EY362946 Local authority Cheshire West and Chester Inspection number 915652 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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