Childminder in Cheshire East

Inspection date

Previous inspection date 11/03/2014 19/12/2012

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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

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This provision is good

 The childminder's teaching is good. She knows the children's abilities and continually drives their learning with activities which stretch their thinking. Children are making very good progress in their communication, mathematics and phonics knowledge.  Warm relationships with the childminder ensure children are confident and happy. 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 a vast range of training. This has a positive effect on her teaching and ensures she has an up-to-date knowledge of issues, such as safeguarding.

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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 children's already good self-care skills and understanding of a healthy diet, to fully consolidate their developing independence and appreciation of a healthy lifestyle.

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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 inspection.

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Inspection activities

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

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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 2012 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, three adult children and one child aged 13 years in the Congleton area of Cheshire. The whole of the ground floor is used for childminding. The family has guinea pigs as pets.

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Information about the setting

The childminder attends a toddler group at the local school. She visits the shops and park on a regular basis and collects children from the local schools. There are currently seven children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder provides funded early education for two-, three- and four-year- olds. She operates all year round from 7am to 10pm, seven days a week, except family holidays, and can be flexible to suit parents' working patterns.

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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 media to make marks in

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

 extend further children's self-care skills and understanding of a healthy lifestyle, for example, by providing opportunities for them to join in the preparation of simple snacks and lunches.

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who attend

The childminder's teaching is good and has a significant positive effect on the progress children are making in their learning. She successfully uses her detailed knowledge of children's abilities and interests to weave challenging activities into their day. This means that children's next steps in learning are addressed through fun activities which capture their imagination and fire their curiosity. Children are making excellent progress in their mathematical learning. Their excitement and interest in numbers is encouraged and supported by the childminder. The children enjoy playing with numbers both through singing rhymes and in written form when using a number jigsaw. The childminder supports younger children to grasp the concept of numbers by linking them to physical objects like fingers or building blocks. She recognises that some children have mathematical knowledge and understanding beyond what is expected for their age, and

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who attend

plans activities with challenge. For example, she shows a child how she can fold a napkin in half and uses mathematical language. She then explains what would happen if it was folded again and supports the child as they explore the concept of a 'half' and a 'quarter'. She also successfully supports children to recognise written numbers beyond 10 and they are starting to understand the concept of one more or one less. The children are making good progress in their understanding of phonic sounds and letter names. They enjoy stories as a small group. They are supported to develop a love of books and an ability to look carefully at the illustrations and discuss what they see. The childminder provides less opportunities for children to make marks and develop their early writing skills during the course of the day.

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who attend

The childminder provides a good record of children's learning as part of her assessment of their progress. She undertakes short observations of children's play and analyses these to identify ways in which her teaching can move children's learning on. The more detailed record of children's progress, for the progress check at age two, is repeated at age three. These ensure parents and other professionals have a good understanding of children's abilities. The childminder gathers information from parents about the child's abilities, likes, dislikes and family structures at the start of the placement. She provides parents with the guidance documents she uses to measure children's progress. These provide parents with suggestions about how they can support their child's learning at home.

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who attend

Children are making good progress in all areas of learning because the childminder has high expectation of what they can achieve. She creates such a positive atmosphere with the affirming, sing-song tone in her voice, that children instinctively have a go. They feel no fear of failing. The confidence they gain in this general attitude to learning, as well as more specifically in their literacy and mathematical skills, is very beneficial as they develop in readiness for the next stage in their learning, such as school. The children develop an understanding of nature and the passage of time through discussion and walks in the local community. They understand that their milk at snack time has been produced by a cow. A wide range of craft activities provide children with lots of opportunities to express themselves and develop their physical abilities to handle tools. These activities, such as handprint pictures for Mother's Day, can also help children explore cultural and national

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who attend

events. They use their imagination to recreate everyday situations with the role play equipment and small world models.

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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 and supports their emotional well-being. This assists their ability to join in with activities at local community groups. Attending these sessions provides opportunities for children to meet up with larger groups and develops their social skills. This supports children's preparation for transition to school when the time comes.

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

The childminder has also introduced clear routines and provides snacks and light meals which are freshly prepared and include a wide range of fruits and vegetables. The children are therefore supported to start to think about what would be a healthy diet as part of a healthy lifestyle. Mealtimes are happy, social occasions where children use appropriate hygiene practices. They 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. However, they are not always encouraged to help with the preparation of snacks or light meals. This means their appreciation of a healthy diet, independence and self-care skills are not fully extended. They have regular access local parks and 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 childminder manages the children's behaviour in a very positive way, praising them, using distraction and keeping them well occupied. She plans activities which support children to learn to share and take turns. This allows young children to develop an understanding of other people's feelings and what is acceptable behaviour. Children start to understand about safety issues as they discuss what they would do in an emergency and learn to cross roads when on trips out.

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provision

Following a recent visit by Ofsted, the childminder received a notice to improve, to ensure she met the adult-to-child requirements at all times. Also that she kept and implemented a policy to safeguard children and was alert to issues of concern in children's lives. Children are safeguarded well because the childminder has a clear 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 ensures that adult-to-child ratios are always adhered to. The childminder also manages children's behaviour in a positive and effective way. She undertakes risk assessments for the home and outings and is aware of the supervision requirements of younger children, both when inside and on trips off site. Therefore, children's safety and well-being are now fully assured.

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provision

The childminder 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 has carefully recorded children's development for the progress check at age two. The childminder is continually reflecting on her provision to see how she can make activities which support learning and her teaching better for the children she cares for. She seeks information about parents' views of her service. The childminder demonstrates a strong commitment to developing her own skills. She has undertaken a wide range of training courses since her last inspection and takes the initiative in sourcing relevant training. This has a positive effect on the childminder's knowledge and the services she provides for families.

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provision

The childminder is proactive in building good partnerships with parents. They are encouraged to provide information about their child, which helps her 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 is aware of the benefits of working with other providers where children attend more than one provision, to inform the planning of appropriate activities. She understands the importance of forming links with other 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 EY443297 Local authority Cheshire East Inspection number 956354 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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