Newton, Valerie Ann

Inspection date

Previous inspection date 31/10/2013 08/12/2009

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early years provision

This inspection: 2 Previous inspection: 3 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 engaged and interested in the wide variety of activities on offer. They particularly enjoy the warm and welcoming playroom where they are able to help themselves to their favourite toys and resources.  The childminder works skilfully with children as she has a strong understanding of the Early Years Foundation Stage and how children learn. She identifies their individual levels of achievement and helps them make good progress through stimulating play opportunities.  Children's unique characters are valued. The childminder takes time to get to know each child and responds to their individual needs positively.  Children's safety is highly prioritised and they are constantly supervised. The childminder provides a secure environment where hazards are effectively minimised.

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It is not yet outstanding because

 Children's understanding of similarities and differences between themselves and others is not fully extended. Toys and resources do not represent the diversity in the wider community to enhance and promote children's learning in this area.  While the safeguarding policy does refer to restricted use of mobile phones and cameras in the setting, it lacks clarity about the actual procedure and how children are protected from unauthorised use.

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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 kitchen and the playroom and checked all other areas used for childminding.

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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, planning documentation, the childminder's self-evaluation information and a selection of other policies and children's records.  The inspector also took account of written comments from parents and carers.

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Information about the setting

The childminder was registered in 2006 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in a house in Macclesfield with her husband and their two adult children. The whole of the house, excluding two bedrooms, are used for childminding. There is a garden to the rear of the property for outside play. The family has a cat.

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Information about the setting

The childminder collects children from the local schools and pre-schools. There are currently nine children on roll, five of whom are in the early years age group. Children attend for a variety of sessions. The childminder operates all year round from 7am to 6.30pm, Monday to Thursday, except bank holidays and family holidays.

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

 extend opportunities for children to select and use resources that reflect diversity in the community, to more effectively enable them to learn about similarities and differences between themselves and others, and among families, communities and traditions

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

 enhance the safeguarding policy to provide more clarity about how the use of mobile phones and cameras is restricted to promote children's well-being and share this with parents and visitors to the setting.

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who attend

The childminder provides a warm and inviting environment where children feel secure and relaxed. Children are enthusiastic and eager to explore, learning through play as they take part in a wide range of activities that stimulate and engage them. They love to be outside in the spacious garden, running around on the lawn and playing with a range of bats, balls and other equipment. They enjoy setting up obstacle courses or making dens between the trees, where they enjoy imaginative play. Children also enjoy being in the vibrant playroom on the first floor. This room is specifically for their use and children show that they feel at home in it as they independently select their favourite games and resources. They settle quickly to activities, such as reading stories, completing jigsaws or playing with the toy castle and figures.

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who attend

The childminder is skilled at recognising when children are fully absorbed in their own games and when they require her assistance to enhance their learning experience. She allows them the space to play uninterrupted as they enjoy making up their own games with the castle, deciding for themselves what will happen next and how the game will evolve. This enables children to fully explore their own ideas and imagination. At other times, the childminder plays with the children, showing them how to make the rainmaker work and encouraging them to consider how to make the beads move from one end to the other. She asks thoughtful questions that enable children to explore their own thoughts and try out their own ideas. Constant discussion means that children's language skills are developing rapidly. Even very young children are communicating well, using babble and gesture to express their needs. Babies coo and gurgle as they explore the feel

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who attend

of a textured book and squeal with delight as they push the coloured beads across the wires on a wooden frame. The childminder responds positively to their sounds, effectively encouraging them to vocalise and interact.

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who attend

Children are able to express themselves creatively as they paint, stick and draw pictures to their own design and satisfaction. They enjoy making a ghost picture as the childminder draws round their hands and uses the shape to make ghostly figures. They show excellent perseverance and concentration as they cut round their handprints with support, squeezing and opening the scissors. This also develops their manual dexterity as they follow the lines with increasing precision. Children's mathematic abilities are effectively developed as the childminder encourages them to count the number of handprints they cut and to name the colours they use to draw on eyes. Children enjoy making the eyes different shapes and correctly identify square, triangle and circle shapes. They enjoy sticking their ghosts onto card, commenting on how the 'gloopy glue' feels sticky. Children are confident communicators, chatting away to the childminder and to each other. The

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who attend

childminder encourages them to recognise the initial sounds in words through alliteration, such as 'gloopy glue' and through sounding words out slowly. This helps to ensure all children make very good progress in this key area and parents comment that they have noticed 'a great improvement' in how clearly their children speak.

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who attend

Children also enjoy learning about the world and their community. They collect acorns and leaves on walks, learning about the natural world as they make collages and discuss where the items have come from. They take part in a range of celebrations, such as Divali and Halloween and engage in discussion about different cultures and celebrations. However, toys and resources do not reflect the wider community with little depiction of different backgrounds, abilities or ethnicity. There is scope, therefore, for children to have greater opportunities to find out about similarities and differences between themselves and others in their families and community.

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who attend

Full involvement in a range of well-targeted activities means that all children are making good progress towards the early learning goals. This helps to prepare them well for their future learning and the move onto school. Children's achievements are regularly recorded and the childminder successfully monitors their development to ensure that they are continually making good progress. She identifies ways to help children move forward and uses this to inform the planning of future activities. This ensures that planned events are of interest and are challenging to children to promote development.

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who attend

Children learn to share, listen to others and wait their turn with popular equipment as they play together in the childminder's home. This helps them develop key skills for future learning, such as concentration and turn-taking, as well as helping them to be confident in other group settings, such as the classroom. The childminder consults with parents at the start of a placement to determine children's starting points and regularly discusses their progress. She includes parents feedback into her assessment of children's abilities and uses this to ensure she has a complete picture of what children are able to do.

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

Children display close relationships with both the childminder and each other. They play together harmoniously and seek the childminder out for cuddles and affection throughout the day. Children are helped to settle into the childminder's home as she encourages parents to build up the time they leave their child with her. She speaks to parents prior to their children attending, making sure she is able to offer familiar activities that the children enjoy. This encourages them to relax as they quickly engage in play. The childminder also takes the time to find out about each child's individual personality and character. She discusses any special requirements with parents to ensure that these are fully met to ensure the child's well-being. For example, she ensures that any allergies are fully understood so that children only take part in activities which are safe and suitable.

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

The childminder is also very sensitive to children's specific fears and concerns. For example, she understands that some children are frightened by the sound of the wind and puts in place activities to help them overcome their fear. She makes paper windmills with them and encourages them to put them outside to see how the wind blows them. Children quickly become enchanted with watching them go round and begin to overcome their fear as a result of this engaging activity. As a result of the childminder's understanding and reassuring approach, children's self-esteem is successfully promoted and they all swiftly settle and display high levels of confidence.

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

Behaviour is effectively managed. All children show a mature understanding of what is acceptable, as the childminder provides consistent rules and boundaries. Children know to tidy up a game before they get out other resources and willingly put away toys with little prompting. Children are also kept safe. All exterior doors are kept secure and effective risk assessments ensure that all areas and equipment are fit for use. A high level of supervision protects children from accidental harm. The childminder also teaches children to keep themselves safe. They know how to respond swiftly during a fire drill as these are regularly practised and discussed. Similarly, they are reminded about road safety as they walk to and from the local school and pre-school. Children's good health is well promoted through sensible routines and a commitment to a healthy lifestyle. Active play is effectively encouraged with regular access to the garden and daily walks in the local area. Children

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

bring in their own lunches from home. The childminder stores these appropriately and provides them with healthy snacks of fruit and drinks of water and milk throughout the day.

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provision

The childminder is fully committed to her role and to meeting the needs of each child as precisely as possible. There is a full safeguarding policy in place and she has a good understanding of the signs and symptoms that may indicate abuse and knows who to contact to refer concerns on. Most policies and procedures are all written to a high standard and generally include all relevant detail. However, the policy on the use of mobile phones and cameras in the setting is brief. It does not make it clear how children are protected from unauthorised users. The childminder, however, understands the importance of not allowing others to use their telephones or cameras when minded children are present and therefore the risk to children is effectively managed.

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provision

The childminder is aware of the strengths of her setting and areas for development. She evaluates her practice, taking account of the feedback provided by parents and children, as well as that provided by the local authority and Ofsted. She has completed the recommendations raised at the last inspection and has improved her planning so that children's activities effectively help them to progress. She has also updated her risk assessment to include all equipment that children use. The childminder evaluates activities that she provides and talks to children about what they enjoy. She uses this feedback to inform her future planning and to ensure that the educational programme is always engaging and appropriate for the children who attend.

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provision

The childminder is appropriately qualified. She holds a current paediatric first aid certificate and has completed all required courses. She ensures that children always receive a high level of supervision, which reduces the potential for accidental harm. All adults in the home have a current Disclosure and Barring Service check to show they are suitable to be in the vicinity of young children. The childminder welcomes children with special educational needs and/or disabilities and works in partnership with parents and other professionals to ensure that any specific needs are promptly identified and addressed. This helps all children to reach their full potential.

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provision

The childminder seeks to build positive relationships with parents and chats to them on a daily basis about their child's achievements and well-being. She ensures that parents are aware of how to make a complaint if they need to and shares key policies with them so that they are clear about the standards to which she works. Parents indicate that they are very content with the care on offer and comment that their children 'have been happy from day one' and that they are very relaxed as a result of the childminder's 'relaxed and reassuring approach'. The childminder also makes positive links with other settings, such as nurseries and schools to support children who attend additional settings. For instance, she speaks with reception class teachers and supports children with their reading and any other goals that they bring home.

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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 EY335071 Local authority Cheshire East Inspection number 878140 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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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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