Childminder in Cheshire West and Chester

Inspection date

Previous inspection date 07/11/2013 29/09/2009

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder has a good knowledge of safeguarding policies and procedures, which are detailed and implemented rigorously. Therefore, parents are assured that their children are safe.  Children can access a well-resourced welcoming environment indoors and outdoors that is representative of a multicultural society. Therefore, children learn about the wider world.  Children's language development is given a high priority. The childminder works with other professionals to support children's speech and language and to extend their vocabulary.  Children benefit from the healthy food they are offered and are becoming confident and independent in making choices and managing their own personal hygiene routines.

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It is not yet outstanding because

 Occasionally, in her enthusiasm for children to learn, the childminder intervenes in children's play too quickly and limits the time for children to problem solve for themselves.  There is scope to further enhance the use of more signs and symbols in the environment to fully support the younger children to a deeper understanding of language and its meaning.

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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 childminder's house and talked with the childminder and children.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members and a range of other documentation, including safeguarding procedures.

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Inspection activities

 The inspector took account of the views of parents and carers spoken to on the day and from questionnaires and written feedback to the childminder.

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Information about the setting

The childminder was registered in 2002. She lives with her husband and one adult of 21 years and one child aged 15 years old in Boughton, Chester. The whole of the ground floor of the childminder's house is used for childminding. There is a fully enclosed garden for outside play. The childminder is currently minding seven children in the early years age group. She also offers care to children over five to 11 years of age. The childminder is registered by Ofsted on the Early Years Register as well as the compulsory and voluntary parts of the Childcare Register. The family has two dogs, four rabbits and five guinea pigs. The childminder holds relevant childcare qualifications, including one at level 3. She is a member of the childminding network and meets with other childminders on a weekly basis. She liaises with the local nursery and schools.

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

 maximise opportunities for children to play and explore independently so that they can develop their own ways of solving problems

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

 enhance the support of younger children's understanding of language and communication, for example, with more visual prompts and signing to give real meaning to experiences.

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who attend

The childminder has a flexible settling in process that gives children and parents time to build secure relationships and ensures that children are confident about the environment.

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who attend

Children are well supported in their learning because the childminder is knowledgeable about how children learn and observes their interests and likes and dislikes. Children confidently choose the things that they want to play with and the childminder supports their independence by ensuring that the resources are of good quality and meet their individual needs. The childminder is enthusiastic and this good role modelling encourages the children to want to learn. However, occasionally, because she is eager for them to learn she does not allow them enough time to explore independently and intervenes too quickly. Consequently, younger children's opportunities for more extended learning and developing problem solving skills are not always maximised.

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who attend

Children learn to socialise with other children and adults and benefit from attending a local toddler group and the library each week, where they learn to enjoy books and a love of reading is nurtured. The childminder enhances this learning through the cosy book corner in her home and she reads stories using real objects and characters. Consequently, the children learn new vocabulary and develop their communication skills. She makes learning fun, for example, with a basket that has toy characters from the story in it. She asks 'Who's in the box?' drawing the children in so that they are inquisitive and engaged. Children's development of more complex words is nurtured through the childminder's skilful questioning during the story and prompts to their responses. However, there is scope to further enhance young children's developing understanding, for example, by using visual prompts, ensuring that the meaning is always clear to them.

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who attend

Children are building relationships with school for their future transitions and the wider community by daily visits to drop off and collect children. They share the good things they have done in the childminder's care, with the nursery teacher, using a 'Kindness box'. Children benefit from the childminder's strong relationships with the parents so that they have daily verbal updates about children's progress and monthly newsletters monthly that keep parents up-to-date with the activities children are involved in.

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

The children feel safe and secure in the setting and are confident to ask questions and independently select resources. The childminder nurtures the children's independence by supporting their self-help skills through pictures displayed in the bathroom on the sink that prompts them to wash their hands, for example, when they are going to prepare snacks. Encouraging self-help skills consistently ensures the development of younger children's understanding and helps them to gain meaningful experiences. The childminder builds children's independence and confidence when helping with everyday tasks, teaching them about healthy eating, setting the table and taking turns. She skilfully incorporates opportunities to give them choices about what they would like for their snacks and uses positive praise for their attempts to say the names of the fruits, which means the children extend their language and communication skills.

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

The childminder knows the children well and notices when they are tired or need a nap; she gives reassurance and, therefore, children are comfortable to relax and snuggle in. Children's behaviour is good and they are excited and motivated to learn. Sometimes they want to play with the same toy and the childminder is able to distract attention and offer an alternative so that children continue to be happy and learn. She acknowledges their 'good sharing' with positive praise, which supports the children's development skills of cooperation and tolerance of each other's differences. The children have regular contact with the local school teacher and this means they are confident to make the transition to school.

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

The childminder is sensitive to the parents' wishes and the needs of the children. She works collaboratively to ensure that the children get the support that they need. For example, she has attended a speech therapy course with parents so that children can be well supported in the setting. Parents speak highly of the childminder and they are given daily updates about their children's progress, health and nutrition and care needs. Children access the enclosed rear garden, offering large wheeled toys to enhance their physical development. Children experience fresh air and exercise and are building stamina and the childminder ensures that the children are safe through daily risk assessments and clearly explains that they have to hold her hand and stay close to the pushchair. She has a high level of awareness of what she must do to keep the children safe.

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provision

The children's safety and welfare is promoted well and the childminder is knowledgeable about safeguarding and keeping children safe. She is well informed, able to identify the signs of abuse and is knowledgeable about the correct procedures to refer concerns. A comprehensive range of policies and procedures is applied and shared with parents to ensure a joined up approach to the children's learning and development and welfare practices. Parents' views are sourced through questionnaires, comments in the children's learning journey records and daily discussions with the childminder. She is proactive in acting on their views. Consequently, the removal of displays in the main room and reducing the bright colours has helped children to focus more on the activities and they have more space to access resources independently. Parents' views are used by the childminder to improve the setting and, therefore, best meet the needs of all the children.

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provision

Children's assessments are accurate and demonstrate that they are making good progress for their age and stage of development. Children's learning journey records show photographs of them accessing a range of activities and document their progress visually and through written summaries of their learning at regular intervals. The childminder uses the observations to plan for the children's next steps in their learning, to build on their interests. Therefore, children are keen to learn. The childminder plans for the seven areas of learning in the Early Years Foundation Stage ensuring that the children have access to a broad range of experiences. The childminder provides quality resources which are regularly checked and rotated, they are representative of a multicultural society and, consequently, children can access a good range of experiences.

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provision

The childminder has a regular process for reviews of policies and procedures. Her risk assessments are rigorously implemented on a daily basis and for outings. Permission is always sought from parents to take the children out from the home and the childminder is meticulous in her recording of all permissions from parents. The childminder endeavours to evaluate her own practice and strives for improvement, writing detailed plans for improvement through training or environmental changes, which ensures that all children make good progress in the setting.

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY224895 Local authority Cheshire West and Chester Inspection number 942571 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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