Childminder, Out-of school day care in Cheshire East

Inspection date

Previous inspection date 10/04/2014 Not Applicable

p.1

early years provision

This inspection: 2 Previous inspection: Not Applicable 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

 Children are curious and motivated to learn because the childminder provides a range of activities and experiences that capture their interest. Consequently, children make good progress towards the early learning goals.  The childminder has a good knowledge of how children learn. She uses open-ended questions that encourage the children to think and explore new ideas. As a result, children talk confidently and they develop their language by using and learning new words.  The childminder builds strong relationships with the children in her care. She is sensitive to their needs, which fully supports children's emotional development and well-being.

p.1

It is not yet outstanding because

 While the childminder develops good relationships with parents who use the provision, there is room to develop more ways of gaining information about children's likes and interests in order to tailor the activities planned for children and ensure they are sharply focussed on meeting their unique needs at all times.  There is scope to extend opportunities for children to recognise print indoors and outdoors to further enhance children's literacy skills and phonic knowledge.

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 observed children's activities in and outdoors.

p.2

Inspection activities

 The inspector held discussions with the childminder during appropriate times during the day.  The inspector looked at a range of children's learning and development files.

p.2

Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged six and seven years in a house in Nantwich, Cheshire. The whole of the ground floor and the rear garden are used for childminding. The childminder visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. Children in the early years attend for a variety of sessions. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

p.3

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

 develop highly successful strategies that encourage all parents to be fully involved in children's learning in and out of the provision by contributing information about children's interests and achievements at home, which can inform planning of activities even more, to meet individual needs

p.3

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

 enhance children's enjoyment of literacy and their ability to recognise words even further, for example, by providing print near to resources indoors and outdoors.

p.3

who attend

The childminder demonstrates that she has high expectations of children as she asks open questions, which encourage them to think and explore ideas. Children delight in rolling and shaping dough in order to make Easter biscuits. They are asked 'What makes a crunchy biscuit? A child replies 'thin dough'. They talk about who wants crunchy and soft biscuits. The childminder uses opportunities to cover areas of learning in activities planned. For example, she asks mathematical questions, such as who has the most and least dough? The children learn words and concepts when they discuss how hot the oven is at '180 degrees'. Another child says 'Lets make an ancient Egyptian out of dough', which leads to interesting conversations about this topic, what they wear and look like. The activity of making biscuits maintains children's attention as the childminder is able to use discussion effectively by encouraging the children to express ideas and try new things in

p.3

who attend

their play. The childminder is informed about children's skills as she praises children by saying 'well done, you couldn't do that before'. She keeps detailed learning journey files of children's skills through a variety of assessments and a wealth of photographs that capture and document children's achievements. Prior to children starting with the childminder, she offers home visits and settling in periods that are tailored to each child's needs. She gathers information from parent discussions about children's likes and dislikes. However, there is scope to extend the amount of information she gathers from parents regarding their achievements at home, so that she can be sure she is meeting children's needs at all times and planning activities that best promote children's interests and develop their skills to the highest levels. The childminder has a secure knowledge of the Early Years Foundation Stage and tracks children's development regularly. As a

p.3

who attend

consequence, children make good progress towards the early learning goals.

p.4

who attend

Children are interested and keen learners. They access resources with confidence and freely make their requests known to the childminder. For example, a child asks, 'Can we make Easter baskets?' They are provided with a range of tools and resources that stretch the children's imagination and they work well together. Young children enjoy the company of the childminders own children. There are close bonds of friendships forged as the children attend the same school. Discussions about school topics flow in between the children's activities. They have recently listened to 'air raid sirens' and dressed up as 'evacuees' as they enjoyed the topic of the Second World War so much at school. The childminder listens perceptively to the children as she extends this learning by planning activities and experiences that complement learning at school. Photographs capture these special moments and experiences that children have with the childminder. They show

p.4

who attend

children at a local national trust centre dressed in costume in a Victorian school, writing on chalk boards, while others show children at Halloween with their hands in a large bowl of spaghetti, red food colouring and various sensory objects. The childminder endeavours to provide children with opportunities, experiences and activities outside of her home that bring learning to life and enhance children's existing knowledge of topics. Children develop a good sense of their community and the history of their local environment.

p.4

who attend

The learning journey files of young children and babies show that they are making good progress in the prime areas of learning and gaining key skills to support their future learning. Detailed photographs allow for parents to see babies learning to roll over and grasp objects. The childminder has recently completed a progress check at age two profile which carefully outlines the child's development and all files include areas for written next steps in children's learning. Information here can be extended even further by gathering parent's input of achievements made at home so that they are fully involved with children's learning in and out of the provision.

p.4

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

The childminder knows the children well. They bond with her and feel safe and secure in her environment. By understanding children's starting points through discussions with parents she can settle children quickly. This encourages them to be confident in her environment and helps them to learn and develop well. The childminder is a good role model. She offers gentle reminders to older children to consider and model good behaviour for younger ones. She praises children continually when they use 'lovely manners' and say 'please' and 'thank you'. Children in her care tolerate each others differences and play well together. Children are safe in the childminders care. They have a secure rear garden to play in and the children are asked about how to keep safe when outside, when the children request to play outdoors. There is a gardening area for children to explore digging and planting with a variety of tools. This complements children's

p.4

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

knowledge of healthy living and eating as photographs show children digging up potatoes and carrots and cooking them for tea. The environment is welcoming and stimulating. A designated playroom downstairs is currently a doctor's surgery and chairs outside are for 'patients' to wait for the 'doctor'. Children make their own written signs to change the playroom into various imaginative environments that allow children to explore ideas. The playroom offers a range of interesting activities and games for children to explore, including a key board to practise skills of making and listening to music. However, there is scope to extend the amount of print for children to recognise as they access resources in and outdoors, to further foster an enjoyment of literacy and encourage young children to identify that print carries meaning.

p.5

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

The childminder teaches children how to be healthy through talking about the importance of washing hands and how this gets rid of germs. All of the children have their own towel used for washing their hands that hangs in the bathroom. Children eagerly look for their own towel when they wash their hands before a baking activity. Children learn skills of independence and manage personal needs competently. They pour their own drinks and even discuss how many millilitres of juice they are having, which further develops their knowledge of capacity. Children take responsibility for tidying up when they have completed a task or activity.

p.5

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

Children are very well prepared for the transition to school. The childminder has developed good links with the local school. Her own children attend and some children she cares for also attend the school. They walk there together in the mornings and afternoon. Children who are moving onto reception are given a map of the route to school. Photographs show children following the map and talking about which way they walk and names of the roads. This encourages children's independence and knowledge of safety outdoors. The childminder actively shapes aspects of her routine at home to mirror the school routine. For example she uses the 'sun, star and cloud' to monitor and encourage good behaviour that the reception teacher uses. She encourages children to bring along their new uniform and implements physical education sessions to encourage children to learn to dress themselves in the uniform required. As a result, children are very well

p.5

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

prepared emotionally and physically for the move to school. Their excitement is clear to see through the childminders observations and photographs of these activities of the time leading up to children's transitions.

p.5

provision

The childminder is fully aware of her responsibilities of how to keep children safe. She is trained and knowledgeable about the procedures she should take if she were concerned about the welfare of a child in her care. The childminder keeps detailed files of robust risk assessments of the indoor and outdoor environment and fire drills that are practised regularly and when a new child starts the provision. She monitors these closely, and as a result, children are kept safe in her care and develop a good sense of how to keep each other safe in the event of an emergency or when walking across roads to school.

p.5

provision

The childminder monitors children's development closely and with enthusiasm. Children's achievements are frequently captured by photographs that parents enjoy looking at and receive via email. This allows parents to feel informed of their children's development. Feedback from parent surveys indicate that they are very happy with the provision and mention that they enjoy receiving emails of their child's latest achievement or enjoying an activity. Observations of children are regular and precise and carefully consider children's next steps to progress their learning and development. The childminder intends to gain more written information from parents concerning their achievements and interests at home so that this encourages all parents to be involved in their child's learning in and out of the provision more consistently. Written self-evaluation is in its infancy. However, the childminder does reflect on her practice and has plans to further improve her provision.

p.5

provision

She provides an exciting menu of tasty and nutritious meals that children enjoy. They approach the fridge to look at the menu and see what they will be eating that day. The childminder wants to improve this menu by making it more multi-cultural. She experimented with this during Chinese New Year when the children enjoyed learning how to use chop sticks with noodles. Some children request to their parents that they wish to stay for tea. As a result, children receive a healthy balanced diet provided in the form of interesting snacks and meals. The childminder is also committed to attending training opportunities in order to improve further her knowledge and provision. She seeks teaching resources from the internet and links with the school in order to plan effective activities for children.

p.6

provision

The childminder is proactive in working with other settings. She visits toddler groups and has established a small network of other childminders that meet regularly and share good practice. She intends to introduce peer observation as a tool for developing further and sharing good practice. She shares good links with the local school and shares information when children make the move to school about their learning and development. Through discussion, the childminder demonstrates her willingness and strategies to work with children who had any special educational and/or disabilities or children who speak English as an additional language. The childminder acknowledges the importance of building close partnerships with parents. She has good relationships with parents and shares information daily about the children's day. Families and parents are open about changing circumstances. She is fully supportive of the needs of families and as a result, children's

p.6

provision

social and emotional needs are met and their development is successful.

p.6

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.6

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.7

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.7

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.8

Setting details

Unique reference number EY457957 Local authority Cheshire East Inspection number 929126 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 4

p.8

Name of provider

Date of previous inspection not applicable

p.8

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.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.8

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.8

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.9

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.9

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.10

Type of provision

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

p.10