Childminder in Cheshire West and Chester

Inspection date

Previous inspection date 18/02/2014 03/08/2009

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early years provision

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

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This provision requires improvement

 A variety of resources and play experiences support children to make progress in their learning and development.  The environment is caring, welcoming and relaxed, which promotes positive relationships between the childminder and the children in her care.  Effective policies and procedures help ensure children are protected from harm.

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It is not yet good because

 Understanding of the learning and development requirements within the Statutory framework of the Early Years Foundation Stage is limited, resulting in inconsistent planning and assessment of children's needs.  A lack of planned adult-led activities reduces children's opportunities to experience challenging and motivating experiences.  Partnerships with other settings are limited, resulting in little continuity of children's learning and development across all the provisions they attend.  Self-evaluation is not embedded into practice and does not ensure that areas for improvement are consistently identified and addressed.

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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 children's play, including interactions between the childminder and children.  The inspector held discussions with the childminder and children.

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Inspection activities

 The inspector looked at children's developmental records, evidence of the childminder's suitability and a selection of policies and procedures.

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Information about the setting

The childminder was registered in 2005 on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her husband, one adult child and one child aged 12 years, in Little Sutton, Cheshire. All areas of the ground floor are used for childminding, as are all rooms on the first floor with the exception of the main bedroom. There is a secure, fully enclosed garden for children's outdoor play. The family has a small dog.

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Information about the setting

The childminder takes and collects children from a local school and pre-schools. There are currently eight children on roll, all of whom are in the early years age group. She is a member of the Professionals Association for Childcare and Early Years.

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must:

 develop the programme of observation and assessment to clearly identify children's next steps in their learning and to plan a broad range of activities that promote their development across all areas of learning and meet their individual needs

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must:

 provide opportunities for adult-led, planned purposeful play that effectively promotes children's development in each area of learning

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

 develop links with other settings that children attend to ensure children's learning and development needs are consistent.

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

 develop a process of self-evaluation to identify the strengths and weaknesses of the provision, in order to improve and enhance the educational programmes.

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who attend

Children are making some progress within their learning and development and are offered a range of activities that cover the areas of learning. However, activities sometimes lack challenge and do not always meet the needs of children because the assessment of children's progress and the planning for their next steps is not sufficiently robust. Observations are undertaken and some next steps are recorded, however, these are not always used to support planning, in order to promote children's learning and development appropriately through the provision of adult-led activities.

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who attend

Children have access to a range of suitable resources and equipment. They are encouraged to explore their environment, which provides them with opportunities to develop independence while extending their own learning through child-initiated play. New skills are demonstrated by the childminder and children are then encouraged to try for themselves. She gives children appropriate praise when they succeed. Children's personal, social and emotional development is well supported. Children are happy and settled in the childminder's care. For example, young children who have recently started, play and explore, then return to the childminder regularly for reassurance. Children take part in activities outside the home, such as, toddler groups and rhyme time sessions at the local library. These provide opportunities for children to meet others and to develop their social skills. They make use of the garden and trips to the park to develop their physical skills

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who attend

The childminder uses some effective teaching strategies. During a story time session, the childminder used expressive language and extends the story through open-ended questions and draws upon children's personal experiences. Children comment on the bats in the story and talk about seeing them on a trip to the zoo. They are given time to discuss their emotions and any ideas they have about the story and what might happen next. The childminder encourages new language such as prickly and spikey and encourages children to use mathematical language and counting as they play. Children handle books carefully and recognise that print has meaning as the childminder points to the words and asks what it says. The childminder communicates effectively and is a good role model for language development.

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

The relationships between the childminder and the children are good. Children are happy and settled in her care. They are well behaved and play appropriately. Children enjoy comfort and attention from the childminder and seek praise for their achievements. The childminder responds positively and encourages their self-confidence and esteem. Children's settling-in procedures are based around individual children's needs. This results in children settling quickly into the childminder's care.

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

Photographs of the children are displayed around the setting and promote a sense of belonging and self-awareness. The environment is safe and welcoming and resources are suitable for the different ages of children who attend. Resources are stored at child-height and are within easy reach, promoting independence. The atmosphere is relaxed and children explore the environment freely, engaging happily with each other.

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

Older children are encouraged to manage their own personal needs. They help themselves to drinks and use the bathroom independently, as the childminder reminds the children about the importance of hand washing. The childminder makes use of activities outside the home to provide children with additional learning and development opportunities.

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provision

The childminder has a good understanding of the policies and procedures needed to keep children from harm. These are reviewed and updated regularly. Safeguarding and welfare requirements and responsibilities are understood. A safeguarding policy, which is in-line with the Local Safeguarding Children Board procedures, is in place to ensure children are protected from harm. The childminder ensures her training and professional development are in-line with mandatory requirements.

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provision

Self-evaluation is limited therefore, strengths and weaknesses are not identified and addressed. This can result in opportunities for enhancing children's learning and development being missed.

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provision

Partnerships with other providers that children attend are limited and do not promote continuity for children in supporting their learning and development needs. Parent partnerships are effectively in place and information regarding children's starting points are shared at induction, so the childminder is aware of what children can do.

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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 EY302660 Local authority Cheshire West and Chester Inspection number 877888 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

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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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