Childminder in Cheshire West and Chester

Inspection date

Previous inspection date 08/10/2013 Not Applicable

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The childminder builds comfortable, trusting and warm relationships with the children and knows them well, so that they behave well and are happy and motivated to learn.  The childminder has a good understanding about what would constitute a safeguarding concern and what she needs to do to protect a child in her care.  There are appropriate measures in place to ensure that children's health and well-being are promoted. Arrangements for the provision of healthy meals and snacks, in conjunction with parents, are clear with regard to dietary needs and any individual preferences.

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It is not yet good because

 The childminder does not have consistently effective ways for parents to share their comments about their children's learning. This does not ensure a collaborative approach to helping children make the best progress and to effectively build on their learning at home.  Self-evaluation lacks rigour because the childminder has not found a successful way of obtaining parents' views, to ensure that any changes made to the provision in the future reflect the views and needs of its users.  The range of natural resources available, to encourage children to play with, explore and use, is not extensive enough to best support their sensory development.

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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 the children in the main play area and discussed with the childminder how she supports learning and development.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's learning journey records, policy documentation and children's records.

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Inspection activities

 The inspector took account of the childminder's self-evaluation form and plans for development.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. She lives with her husband and two children aged eight and five years in Winsford, Cheshire. The whole ground floor of the property, the bathroom and one bedroom are used for childminding. There is an enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools. The family has a cat.

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Information about the setting

There are currently five children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.45am to 5.30pm, Monday to Friday. She supports children with special educational needs and/or disabilities, and children who speak English as an additional language.

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must:

 work in partnership with parents to promote the learning and development of all children, for example, by encouraging them to share information about their children's learning at home, so that planning for children's future learning builds on this and helps children to make good progress.

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

 extend the range of natural materials available for children to enable them to use, talk about and explore them

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

 establish successful ways to obtain the views of parents so that these can be used to inform self-evaluation and drive the setting forwards in line with the needs of its users.

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who attend

The childminder has a sound knowledge and understanding of how children develop and learn, and gains a satisfactory overview of children's starting points through information gathered from their parents. However, parental involvement mainly focuses on children's care needs, rather than finding effective ways to engage them in their children's learning, which does not help develop a collaborative approach to ensuring children make the best progress. Children receive adequate support so that they achieve in their learning and development. They make satisfactory progress in their learning as they freely move around to explore the range of stimulating and absorbing resources. The childminder has developed a clear system to make assessments based on her observations of children's learning, and these demonstrate children's sound progress.

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who attend

The childminder has established a helpful, flexible routine that enables children to feel secure and to choose their activities from the range of resources. Jigsaws, mark-making materials and table-top activities are freely accessible on open shelving, building children's independence and ability to make choices. For example, children access a shape sorter that prompts them with a noise when they post the shape in the correct space, encouraging them to repeat the activity and make connections in their learning. All children are encouraged to carry out their own ideas, although the childminder does not provide an extensive range of natural materials for imaginative play, to encourage children to use them, talk about them and explore.

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who attend

Young children listen attentively to rhymes and enjoy practising these. They join in with the actions as the childminder enthusiastically sings songs. Children are learning about technology, for example, by selecting an interactive book; the tune is a familiar nursery rhyme, and as the childminder sings it with actions other children join in. They play it again, and again she supports their learning by repeating the rhyme so that they become familiar with words and actions, and develop confidence through repetition.

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who attend

Children's communication and language is generally satisfactory for their age because the childminder adopts positive strategies to support their development. She provides a satisfactory role model, teaching children new vocabulary and demonstrating sentence structures. Children's interest in books is quickly responded to and the childminder uses expression and enthusiasm to support learning. For example, as children look at a book and point to the items, the childminder names them, teaching them the pronunciation of the words.

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who attend

Educational programmes generally cover the seven areas of learning, and the childminder accesses a local toddler group and the children's centre sensory room on a regular basis to offer children additional social and emotional experiences. This builds their confidence and independence. She engages with events in the wider community to support children's learning. For example, they have days out to a zoo, and their interest in insects has been nurtured by attending an associated show at the local children's centre. Children's physical skills are developed on larger apparatus at the local play area where there is more space to run and climb. As a result, children get to feel the impact of exercise on their bodies.

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

The childminder builds comfortable, trusting and warm relationships with the children and knows them well, so that they are happy and motivated to learn. A gradual settling-in process, tailored to the children's individual needs, ensures children feel secure. The children have formed close bonds and attachments to the childminder, and this has a positive impact on their well-being and enthusiasm to learn. She knows the children well, including their likes and dislikes, and responds when she notices they are tired or senses that they need a nappy change. The childminder plays 'peek-a-boo' through a balloon with children and they laugh and giggle. She gives cuddles and tickles their tummies, and uses the opportunity for children to learn the names of the parts of the body.

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

Parents are kept up to date with their children's daily care. For example, daily diaries completed by the childminder communicate to parents all they need to know about the child's food, sleep and changing routines. The children's individual and specific dietary needs are catered for as, for example, the childminder offers additional fluids for one of the children, acting on information provided by parents.

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

Children are learning to live healthily by washing their hands before snacks and being offered appropriate healthy snacks of fruit and milk. They are learning to wait for their turn and to use good table manners. The childminder prepares the food in front of the children so that she can teach them about safe practice when using knives, and provides a commentary about what she is doing to develop children's communication skills. Children's behaviour is good and the childminder is skilful at averting any conflicts by using distraction as a technique. Therefore, children learn to share and be respectful of each other.

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provision

The childminder has a satisfactory understanding of how to promote the safeguarding and welfare requirements. She knows the possible signs of abuse and the procedures to follow in the event of needing to seek advice or make a referral. She has also attended appropriate training on first aid and child protection.

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provision

The toys and environment are generally of good quality, suitable for the age of children and regularly checked. The childminder ensures children's safety and risk assessments are completed daily in the indoor and outdoor environments to identify any hazards needing to be addressed. The childminder knows the children well, and planning generally supports their individual learning needs appropriately. Assessments of children's progress over time are accurate and show that they are making satisfactory progress.

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provision

The childminder uses the Ofsted self-evaluation tool to identify strengths and areas for improvement, and children's views have been taken into account through observations of their play. However, the childminder has not found a successful way to obtain the views of parents so that these can be used to help inform her evaluation of the provision. The childminder builds appropriate relationships with partner agencies to offer opportunities in the wider community and to support children's learning.

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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 EY446978 Local authority Cheshire West and Chester Inspection number 893599 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 5

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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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