Childminder in Cheshire East

Inspection date

Previous inspection date 03/03/2014 09/06/2009

p.1

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 2 The effectiveness of the leadership and management of the early years provision 2

p.1

This provision is good

 The quality of teaching is good because the childminder understands how children learn best and uses this knowledge to support all children making good progress.  The childminder's safeguarding procedures are robust and rigorous and good steps are taken to reduce potential dangers. The effect of this is to ensure that all children are kept very safe in her care.  The childminder is warm, kind and caring. Consequently, children develop strong bonds with her and show that they feel a sense of belonging in her care. This ensures that children's emotional well being is strong.  Parents share information about what their children do at home. This ensures that parents are fully involved in the observational process and support the next steps for their children.  Outdoor learning is of a high standard and this supports all children being healthy ,physically active and enjoying their learning.

p.1

It is not yet outstanding because

 There is scope to further develop the use of words, letters and numerals in the learning environment so that children have increased opportunities to recognise these in the environment.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector made a tour of the provision and areas used for childminding.

p.2

Inspection activities

 The inspector spoke to the childminder and to children at suitable times during the inspection.  The inspector looked at a range of documents and records.  The inspector took into account the childminder's self-evaluation.  The inspector took into account the views of parents spoken to on the day.

p.2

Information about the setting

The childminder was registered in 2005. She lives with her husband who is also a registered childminder and their three children aged thirteen, ten and seven years old. The family live in the Macclesfield area of Cheshire, close to schools, pre-schools, local facilities and transport links. The whole of the ground floor and the upstairs areas of the house are used for childminding purposes. There is a well developed and secure rear, garden space which is used on a daily basis for outdoor play activities.

p.3

Information about the setting

There is a family pet cat. The childminder is registered on the Early Years Register and on both parts of the Childcare Register. The childminder has 13 children on roll ,on a part- time basis, of whom seven are within the early years age range. The childminder has a foundation degree in early years.

p.3

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

 enhance the already stimulating learning environment to include more words, letters and numerals so that children have a wider range of opportunities to recognise print and numerals in the environment.

p.3

who attend

The childminder has a good understanding of her role in children's development and learning. She teaches children the basic skills they will need to support their future learning. She provides relevant, interesting and challenging activities for them that they enjoy. For example, when children engage in play with small wooden blocks and are searching for more blocks of a certain size she searches the box to help them find these. She uses a range of strategies including demonstrating, modelling language, asking open- ended questions and providing a narrative for what children are doing to ensure their learning is maximised. This means that the quality of her teaching is good and this impacts on the progress all children are making. The childminder recognises the importance of igniting children's curiosity and enthusiasm for learning. She clearly enjoys her work and demonstrates much good practice. For example, when children are engaged

p.3

who attend

making 'gloop' using their hands she provides additional resources for them to use, such as, food colouring and spoons. She models adding the food colouring and asks open- ended questions, such as 'how can you make it a different colour?' and makes suggestions including 'maybe you can add more colouring'. Children talk about the colours they are using and make comments about what they see for example 'It's all crusty like a bagel'. As a result, children fully engage in activities for sustained periods and make good progress towards the early learning goals. The childminder's observations of children are well documented and she uses this information to monitor their progress and to plan for the next steps in their learning. The records she keeps are shared with parents and are used to provide them with details of how their children are progressing. Parents say that the childminder regularly provides them with daily information about their children, including

p.3

who attend

telling them about their children's day and what they have learnt. Parents feel confident to share information with her because she demonstrates that she is genuinely interested in their children. Parents involvement in their child's learning is strengthened by the childminder obtaining information from them about what their children have been doing at home including what they write in their daily communication diaries.

p.4

who attend

The childminder responds well to children's early attempts at language and supports them well by giving them lots of eye contact, repeating words back to them and narrating as they play. She uses puppets to effectively engage children in talk. This helps them to develop as confident and competent language users. She focuses strongly on promoting children's learning in the prime areas to build their capacity to learn and to form secure relationships. The childminder allows children the time and space to play without intervening unnecessarily but remains close by to engage and extend play where this is required. For example, she allows children to experiment with the paints independently. She then supports their learning by demonstrating how to mix different colours with an older child and how to use a sponge stick to print with a younger child. She facilitates children making choices and doing things for themselves. The childminder makes good

p.4

who attend

use of sensory exploration and messy play, such as, painting and engaging in art and craft activities, such as, creating collages and making models. The childminder proudly displays the work children have produced in her kitchen. This helps them to feel valued and proud of what they can do. However, there is scope to improve the opportunities for numbers and words to be displayed, so children begin to recognise print and numerals in the environment.

p.4

who attend

The outdoor garden space is really well developed and children use this on a daily basis and in all weathers. They often explore for mini beasts and dig in the mud. Children are provided with waterproof clothing to support them playing outdoors in rainy weather. Lots of trips take place, with the children, to places of interest in the local area; including Hare Hill, Wacky Wood, Lake Mor and along nature trails as well as visits to country parks. This supports children physical skills as well as their interest and knowledge of the wider local world. Children's progress, covering all seven areas of learning and development is documented and updated periodically. All children make good or better progress in their learning and development. The childminder uses Early Years Outcomes to check on children's development. The childminder successfully fulfils her responsibilities in meeting the learning and development requirements of the Early Years Foundation Stage. This

p.4

who attend

helps to ensure children's 'school readiness' and gives them the knowledge and skills that provide the right foundation for good future progress.

p.4

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

Children are cared for in a clean, secure and safe environment. Although children are taught to consider their own safety as they play, the childminder makes sure that everything children may come into contact with is risk assessed and made as safe as possible. Children's personal care skills develop as they learn about the importance of washing their hands at certain times. Children enjoy exploring on the climbing equipment both in the garden and when out on trips as they learn about the importance of fresh air and exercise. Children settle quickly as the childminder works very closely with parents to ensure the children's individual needs are met. Parents are effectively encouraged to share what they know about their children before they start with the childminder and while they attend through daily diaries and discussions. This includes, what children like, do not like and enjoy doing, how they usually settle, important people in their lives and home

p.4

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

routines. Consequently, the childminder can provide individually tailored care, consistent with that given at home. This ensures a smooth transition between home and an unfamiliar environment and effectively promotes children's well-being. The play areas are welcoming and stimulating because they are enhanced with artwork children have produced as well as some colourful posters. Resources are organised effectively in suitably sized boxes and are stored at a low level making them easily accessible to children. As a result, children can readily self select what they want to play with and develop their levels of independence. Children are clearly familiar with the daily routines. These are flexible, yet sufficiently well organised to help children feel secure. The childminder effectively promotes children's physical and emotional well-being within these routines. For example, children are encouraged to go to the toilet independently and are reminded to wash their

p.5

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

hands when they have finished. Meal times are very relaxed occasions, in which children can enjoy the experience and practise their developing self-care skills. For example, children help to prepare some of their own snacks, such as by peeling a banana and cutting it with a knife. The childminder reminds the children how to use the knives safely, promoting a sense of independence. She offers frequent praise and encouragement and expertly manages any minor age-appropriate unwanted behaviour. This effectively fosters children's awareness of boundaries and helps them manage their feelings and behaviour in a way, which promotes their emotional well-being.

p.5

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

Children are well supported to develop a good awareness of how to keep themselves safe and healthy. The childminder plans and prepares healthy meals and snacks and takes into account children's individual needs. Some parents send in prepared snacks. Children are supported to pour their own drinks and wash their hands before they eat, reinforcing their early understanding of healthy practices. A variety of indoor and outdoor physical activity is provided. This enables children to benefit from fresh air and develop and practise their physical skills. Robust risk assessments are in place and these are very well developed with the children, enabling them to identify and minimise risk. Children are taught to cross the road safely when going out. This enables them to develop a sense of personal safety. Children show a good awareness of potential hazards. For example, children happily clear the lentils they have been playing with away from the floor using a small dustpan and

p.5

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

brush as they know it could be slippery. Children are encouraged to be independent by, dressing themselves, putting on their own coats and shoes and helping each other and they are confident using the toilet. Children confidently take turns, playing cooperatively and following instructions supporting them to develop very good social skills and be ready for their next steps in their learning.

p.5

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

The childminder supports and encourages children to gain confidence and try new things. She helps children to be competent, assertive and self-assured. She gives lots of praise and lets children know they are important to her and are valued. She helps them to understand expectations and boundaries in sensitive and caring ways and they respond well to this. Children play together harmoniously and are caring towards each other. Children are encouraged to learn self-help skills right from the start. For example, they are encouraged to 'have a go' at feeding themselves and manage this well with some foods. The childminder gives children the opportunities to practice what they can do in safe surroundings as she knows that the youngest children have little sense of danger. Even though some are very young, she includes them in conversations about road safety and in fire evacuation drills, so they develop an understanding of how to keep themselves safe.

p.5

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

The childminder has a wide range of written policies in place covering aspects of the Early Years Foundation Stage. Appropriate procedures are in place for dealing with accidents and administrating medication and the childminder has completed paediatric first aid training.

p.6

provision

The childminder fulfils her responsibilities in meeting the safeguarding and welfare and the learning and development requirements and understands these well. She has very recently attended updated safeguarding training. The childminder has a good understanding of the possible signs or symptoms of abuse or neglect and is familiar with the procedures for reporting such concerns. Procedures are supported through the local guidance, so prompt action can be taken to keep children safe. Consequently, their welfare is promoted. This is reinforced by other safe practices, such as security. The childminder has good systems in place to ensure the premises are secure. Visitors are required to sign in and the outside door is locked to prevent unauthorised people gaining access or children leaving unaccompanied. Welfare practices include the safe use of cameras and mobile phones. Extremely comprehensive risk assessments are undertaken and very detailed records are

p.6

provision

kept of these. Children are very well supervised and are within the childminder's sight at all times. This ensures that children's safety is promoted at all times.

p.6

provision

The childminder has a secure knowledge of learning and development and how children learn. She ensures that the educational programmes provided cover all seven areas of learning and development. She monitors this through regularly reflecting on her planning and reviewing what she provides as well as the progress children are making. The childminder gathers very good information from parents. This ensures that she plans activities that the children enjoy, but offer sufficient challenge to ensure children make good progress towards the next steps in their learning. The childminder has identified her strengths and weaknesses through effective self-evaluation procedures, which provide opportunities for her to evaluate her provision on a regular basis. Both parents and children have opportunities to express their views and make suggestions as to how the service can be improved. The childminder keeps up-to-date with new initiatives and any

p.6

provision

changes to childcare legislation and frameworks. In addition, she makes good use of her further studies, to enhance her provision and improve outcomes for children. The childminder has ensured that the recommendation from her previous report has been addressed and implemented successfully into her practice.

p.6

provision

The childminder is very enthusiastic and committed to developing her provision to the highest standards. She maintains professional relationships with the early years adviser from the local authority, values their advice and support and attends training where this is available. For example, she effectively uses the skills she acquired from a puppetry training course to provide puppets to support children's communication and language skills. Through a written self-evaluation the childminder has clearly identified the provision's strengths and areas for development and is targeting areas for improvement that will bring about the most benefit to children. The childminder is a good role model for the children and consistently provides clear guidance on acceptable behaviour. She supports children to understand risk through activities which encourage them to explore their environment, such as during trips into the local area to places of interest.

p.6

provision

Partnerships with parents are outstanding because so many effective steps are taken to ensure parents are kept well informed and are given opportunities to share information about their child, including what they do at home. Parents are very well informed about their children's care and learning through a variety of communication methods. This helps to inform parents about aspects, such as particular themes, stories and activities they can contribute to, reminders and important dates. Parents are actively encouraged to share their views and suggestions, in order to help inform the service. For example, through questionnaires and comments in children's learning journals. A wide range of information is shared with parents, prior to care commencing, so they are fully informed of the childminder's policies and procedures. As well as daily conversations, a daily communication diary is kept for each child, so that parents have full information about

p.7

provision

their child's care. Parents provide information, as well as receiving it, through this diary. Parents spoken to on the day were full of praise for the care their child receives and comments made include, 'It is like home from home here and she loves it' and 'It was the best thing we did sending her here'. The childminder is aware of the requirement to work in partnership with other providers of the Early Years Foundation Stage when appropriate to promote children's learning. The childminder takes photographs of the children in activities and when out on trips and shares these with the children and their parents. This further support parents having a good knowledge of the activities in which their children have been engaged.

p.7

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

p.7

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

p.8

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.

p.8

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.

p.9

Setting details

Unique reference number EY316818 Local authority Cheshire East Inspection number 856818 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 13

p.9

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.

p.9

Type of provision

For the purposes of this inspection the following definitions apply:

p.9

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.

p.9

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.

p.9

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.

p.10

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,

p.10

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’.

p.11

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.11