Childminder in Cheshire West and Chester

Inspection date

Previous inspection date 18/03/2014 14/01/2010

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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

 Teaching is good and has a very positive effect on children's learning. The childminder uses a range of methods to help children engage with challenging activities. She knows the children's abilities and continually drives their learning. Children are making good progress in their communication and mathematics knowledge.  Warm relationships with the childminder ensure children are confident and happy. This also supports their independence and confidence to 'have a go' at activities which stretch their abilities. They are able to access a wide range of learning opportunities, make friends and develop a good understanding of how to treat others.  The childminder is very committed to providing a quality service and works in close partnership with parents. She exceeds requirements with regard to the documentation she keeps and has undertaken additional training and a childcare qualification. This has

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This provision is good

a positive effect on her understanding of safeguarding issues and the learning activities she provides.

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It is not yet outstanding because

 There is scope to expand children's access to ways they can make marks and develop their early writing skills during their general play.  There is scope to develop further children's understanding of hygiene issues, to ensure they have a growing appreciation of how to keep themselves healthy.

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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 main downstairs rooms.

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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 undertook a joint observation with the childminder during the morning.

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Inspection activities

 The inspector looked at planning documentation, and a selection of policies and children's records.

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Inspection activities

 The inspector took account of the views of parents from information included in the childminder's own parent survey.

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Inspection activities

 The inspector took account of the childminder's self-evaluation and improvement plan.

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Information about the setting

The childminder was registered in 1998 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children, in Handbridge, Chester. The whole of the ground floor of the house and the rear garden is used for childminding. The family has a dog as a pet. The childminder attends a toddler group and visits the shops and parks on a regular basis. The childminder collects children from the local schools and pre-schools. There are currently 11 children on roll, two of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 8am to 5.30pm, but is flexible to meet parents' needs. She operates Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 2.

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

 extend children's opportunities to give meaning to marks they make. For example, by providing writing materials more regularly during role play and when outside or through using sensory materials, such as shaving foam and sand as mediums to make marks in

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

 develop clearer connections between hygiene practices, such as hand washing and the reasons why they are important, to extend children's understanding of how to keep themselves healthy.

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who attend

The childminder's teaching is good because she carefully tailors activities to children's learning needs and interests. Since the last inspection the childminder has developed her observation and assessment of children's abilities and next steps. She can clearly describe children's recent development and her plans to develop their learning further. Children are making good progress, especially in their communication and mathematical skills. The childminder has a good understanding of children's attitudes to learning and how they impact on the learning of others in the group. For example, she supports quieter children so their ideas are heard and as a consequence more vocal children learn to value the contribution of their friends. She is skilful in encouraging children to challenge themselves to try something a little more difficult. For example, suggesting children mix up the colour puzzle to make it less predictable and more of a challenge. However, she also recognises

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who attend

where children are not fully grasping the task they are undertaking. She gently helps children to try again with her support to ensure they understand the concept. For example, where a child is counting some play food, the childminder helps the child slow down and count what is actually there, by touching each object as they count. Children are also helped to speculate and make predictions, therefore developing their thinking skills. The confidence children are acquiring in their ability to learn has a very beneficial effect, as they develop in readiness for the next stage in their learning, such as school. This is evidenced by the excitement children exhibit about attending nursery school. The childminder ensures she exchanges information with the nursery schools children attend. This means she understands about children's development in all settings and can extend children's learning started in the nursery into her home. For example, children enjoy

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who attend

continuing with their celebrations of the Chinese New Year by dressing up in sheets and imagining they are a Chinese dragon.

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who attend

The childminder gathers information from parents about the children's abilities, likes, dislikes and family structures. This helps to inform her assessment of the children's starting points and the next steps in their learning she identifies in the early days of a child's attendance. She ensures that parents are involved in her assessments of children's progress through daily discussions where they comment on what children can do at home. Together they develop a clear understanding of children's abilities, their next steps in learning and how these can be supported at home and by the childminder.

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who attend

The childminder is organised in the way she plans activities each week to link in with children's next steps in learning, as well as, widening their horizons to include other topics. The children enjoy imaginative play and the childminder uses this to introduce new concepts. For example, the childminder helps children engage in role play where they buy the ingredients and prepare a pretend picnic. This allows children to handle money, identify foods and use technology, as they scan the food through the tills. This supports the children's good progress in their communication, mathematical skills and imagination. The childminder provides less opportunities for children to make marks and develop their early writing skills during the course of the day. However, they are encouraged to identify letters in the environment and are supported to use the phonic sounds of the letters. They also enjoy stories and handle books with confidence. Children's understanding of the world

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who attend

is developed through the use of the garden and walks in the local area. A wide range of craft activities and free access to musical instruments, provides children with lots of opportunities to express themselves and develop their physical abilities to handle tools.

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

The childminder builds strong relationships with the children and their parents, getting to know them very well. She is aware that the strong bond she has with the children allows them to feel confident in unfamiliar situations and supports their emotional well-being. The childminder meets up with other childminders and their children, so they can develop relationships and learn to cope in slightly larger groups. This develops their social skills and assists their ability to have confidence when they start attending nursery or school.

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

The childminder has also introduced clear routines. She provides snacks which are freshly prepared and serves light meals supplied by parents. She ensures children have access to a range of fruits and vegetables and even incorporates them into some activities. For example, children made a caterpillar from cucumber, carrot and a bed of lettuce leaves, which they then ate. The children are, therefore, well supported to start to think about what would be a healthy diet as part of a healthy lifestyle. Meal times are happy and social occasions where children enjoy practising their self-care skills. However, they sometimes forget to wash their hands before meals which means their understanding of how to keep themselves healthy is not fully extended. They have regular access to the garden and local parks. They are, therefore, well supported to develop an understanding of the importance of exercise as part of a healthy lifestyle.

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

The children are very well behaved. They are kind and caring towards one another, ensuring all get a turn when playing games or when sharing toys. The childminder supports this cooperative atmosphere as she role models positive behaviour to children and reinforces with praise children's constructive play. This allows young children to develop an understanding of other people's feelings and what is acceptable behaviour. The children are encouraged to become more independent with regard to their self-care skills, such as using the toilet, in preparation for the transition to nursery or school. Children start to understand about safety issues as they discuss what they would do in an emergency. They are very aware of the role of the fire service in keeping them safe and the need to stay away from things that are hot.

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provision

Children are safeguarded well because the childminder has a good understanding of the signs that may cause her concern. She fully understands the importance of her role in protecting children, keeping clear records of any concerns she may have and quickly accessing help and advice should that become necessary. She undertakes risk assessments for the home and outings. She is aware of the supervision requirements of younger children, both when inside and on trips off site. The building and garden is safe and secure. The childminder ensures all health checks are completed for her dog and supervises children in his presence. This helps to ensure children are protected from harm.

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provision

The childminder has fully addressed the areas requiring improvement identified at the last inspection. She is well organised and has ensured she complies with all aspects of the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. She is aware of the requirements to records children's progress for the progress check at age two. The childminder is continually reflecting on her provision to see how she can make activities and the general organisation better for the children she cares for. She links in with other local childminders as a source of good practice guidance to ensure a continuing improvement of her educational provision. She also seeks out best practice with other childminders on online childminding forums. She has involved parents in the review process to ensure their ideas are also incorporated. The childminder demonstrates a strong commitment to developing her own skills. She has attended a

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provision

number of courses since her last inspection, for example, safeguarding training. She has also completed a childcare qualification at level 2. This has a positive effect on the childminder's knowledge and the services she provides for families. The childminder is proactive in building good partnerships with parents. Good communication is developed through talking with parents each day. They are encouraged to provide information about their child, which helps the childminder ensure continuity in the children's care between the home and the setting. Written policies are shared with all parents, which gives them a further insight into how their child's care is organised. The childminder develops links with other providers of the Early Years Foundation Stage who also care for the children. This ensures she has a rounded view of the child's progress and next steps in learning. She understands the importance of forming links with other

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provision

provisions and professionals to ensure a coordinated service for any children she cares for in the future with special educational needs and/or disabilities. This ensures that no child is disadvantaged and all children have their needs met appropriately.

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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 304686 Local authority Cheshire West and Chester Inspection number 876731 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 11

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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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