Childminder in Cheshire West and Chester

Inspection date

Previous inspection date 20/03/2014 01/02/2011

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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

 Children build close and trusting relationships with the childminder and her husband. They respond positively to the childminder who is attentive towards their needs. As a result, children are happy and settled.  The childminder has a secure understanding of the safeguarding and welfare requirements, which are effectively met. She understands her role and responsibility to ensure children are supervised, safe and well-protected.  Strong relationships with parents and good information sharing with them results in the childminder having a thorough understanding of children's needs.  Children benefit from the additional training that the childminder has completed. She uses her increased skills and knowledge to good effect so that children are provided with a positive early years experience.  Teaching is good. The childminder has a good knowledge of the individual needs and interests of the children in her care. As a result, she plans appropriate and stimulating

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This provision is good

activities across the seven areas of learning.

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It is not yet outstanding because

 There is scope to enhance the very good monitoring of children's progress so that activities extensively challenge children to help raise their attainment to the highest level.

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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 spoke with the childminder, her assistant and children at appropriate times throughout the inspection and made observations of children present  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of the childminder's suitability, and training and sampled a selection of policies, documentation and children's records.

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Inspection activities

 The inspector made a joint observation with the childminder of an activity which the assistant organised.

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Inspection activities

 The inspector took account, of parents views provided through references and written comments they had made.

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Information about the setting

The childminder was registered in 2007. She lives with her husband and two children aged nine and 12 years. They live in Blacon, Chester. She works with an assistant, who is her husband. The whole of the ground floor of the childminder's house is used for childminding and there is an enclosed garden for outside play. The childminder takes and collects children from local schools and pre-schools, she also takes children to local places of interest. There are currently 11 children on roll, seven of whom are in the early years age range. They attend for a variety of sessions. She also offers care to children aged over five years. The childminder attends a local childminder group on a regular basis. She operates all year round from 6.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years and has a qualification at level 3.

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

 consolidate the process to monitor and track the progress of children, so that over time activities extensively challenge children to help raise their attainment to the highest level.

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who attend

Children are happy, settled and content in this homely and welcoming environment. Teaching is good because the childminder knows and understands them well and provides activities and resources, which interest and stimulate them. The childminder and her assistant have a good understanding of how children learn and actively participate in children's play. For example, she sits at the small table to ensure she is at their level to encourage them to be involved and engaged with her and the activities provided. Effective observation, planning and assessment systems ensure that children take part in a range of activities that cover the seven areas of learning. Therefore, children's individual progress is good in relation to their starting points and they acquire a of range of skills to support their future learning. The childminder understands how to complete the progress check at age two and has systems to share a written summary of their progress in the prime areas

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who attend

of learning. Tracking accurately monitors the developmental progress children are making. However, this system has been introduced fairly recently and therefore, is not embedded into her practice to ensure that activities extensively challenge them to help raise their attainment to the highest level.

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who attend

Children's personal, social and emotional development is promoted well. They benefit from the positive interaction they receive from the childminder and her assistant. She skilfully involves all of the children with something they are able to do, relative to their age and understanding. For example, in a story about walking through the woods the childminder models walking with exaggerated steps. Children make sure that a small bear they hold also goes on the walk. They pretend to climb a tree pulling arms in an upward motion. Children are beginning to realise the importance of taking turns and sharing. For example, when children feel they should have the sole use of a toy the childminder sensitively encourages them to understand the benefits of sharing, saying 'we can all play'. She provides a range of multicultural resources, for example, through sharing books and positive images, which help children to value diversity and learn about the wider world.

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who attend

They develop early communication and language skills by saying words in response to the childminder's smiles, encouragement and positive praise. The childminder talks with the children to model language and introduce new words. For example, in the story 'Hugless Douglas' the childminder shows children the picture of the bendy tree, repeating and modelling the word and reinforcing with hand gestures the shape that bendy represents. This helps to sustain interest and build upon the child's vocabulary.

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who attend

The childminder further promotes learning and development using a range of number rhymes and favourite songs. When playing with Russian dolls, children are asked whether the next doll will be bigger or smaller and the childminder indicates with her arms what this means. When playing with elephants they arrange them in size order. Consequently, this helps children to understand number and mathematical language. Children enthusiastically join in musical activity by squeezing an accordion or joining in with the tidy up song. This enjoyment and eagerness to take part in activities, means they are well motivated to learn in all areas of the educational programme. Children enjoy visits to the local parks, shops and play groups, further extending opportunities for learning, including physical development activities. Photographs show them in a wide range of different play environments which extend their learning and development further. Parents contribute to

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who attend

initial assessments of children's starting points on entry and their views are recorded in children's learning journals. Regular opportunities are provided for parents to review their children's progress, in partnership with the childminder and other settings, which children attend. This shared approach to children's learning and development, contributes to the good progress they make and demonstrates a continuity of learning between home and the provision, this helps to prepare children well for school.

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

The childminder has a good understanding of children she cares for and recognises what they are most interested in. She makes sensitive interventions in their play, supervises them well, and also knows when to stand back and let them develop their own ideas and play independently. The childminder takes an active role in their play as she makes suggestions to enhance or extend the activity. She knows what children like playing with and ensures that those toys and resources are easily accessible. For example, when they show an interest in dinosaurs this becomes a learning vehicle for them. Children's developing interest in books is supported as the childminder reads to them with enthusiasm, making noises of the animals or giving opportunities for them to anticipate aspects of the story. When engaging with children, she ensures she is at their level, maintaining eye contact with them, and they respond positively and with enthusiasm to

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

her. Children's develop good levels of confidence and self-esteem because the childminder continually recognises and praises their efforts and achievements.

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

The childminder is very good at finding out from parents about the children's needs, abilities, interests, likes and dislikes. The good settling-in processes enable the childminder to encourage children's social and emotional skills by allowing them to build strong relationships with a familiar adult. This gives children a solid base from which they can explore a new environment independently. She develops secure attachments with children, helping them to feel safe and valued in her care. Children show curiosity and listen to the childminder's explanations and instructions. Clear guidance is offered to children about good hygiene practice. For example, she explains to a child why food he has dropped on the floor during snack cannot be eaten. Daily routines are well implemented, such as encouraging children to wipe their own noses and wash their hands before meals. The childminder follows effective nappy changing routines, which prevent

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

the spread of infection. This supports children to understand about appropriate hygiene practices.

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

Children enjoy the benefits of a varied diet because the childminder has a good understanding of childhood nutrition. She ensures they are provided with a good balance of nutritional meals, suitable for their age and stage of development. For example mid- morning snack is bananas, grapes, toast and breadsticks. Water is always available and the childminder makes sure children drink regularly throughout the day. Children are learning to live healthily. They participate in plenty of exercise as they enjoy playing outdoors in the fresh air every day or make visits to local place of interest such as the zoo, aquarium, or various drop in centres. When going on outings, she ensures that she takes with her everything the children might need, such as a packed lunch or picnic and drinks. The childminder helps them to learn about keeping themselves safe. The childminder maintains all of the required paperwork for medication administration and accident

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

recording. She follows routines in consultation with the parents to ensure she meets and caters for their individual needs. The regular outings to place of interest in the community help children to develop confidence and independence in situations away from their setting, preparing them for good and positive transition into school as their next step.

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provision

The childminder has a good understanding of her role and responsibility to promote the safeguarding and welfare requirements. Consequently, toys, equipment and premises are appropriate for the children attending and they are regularly checked. Risk assessments identify and eliminate any possible hazards to children. She has a good knowledge and understanding of child protection and the procedures to follow for any concerns she may have. She has recently updated her safeguarding children training. This means that children are safe and protected while at the childminding provision.

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provision

The childminder has attended appropriate training, such as, the required childminding training course and first aid. In addition, she has also recently completed a qualification at level 3. She provides interesting learning opportunities, which challenge and interest them and consequently children are confident and act independently in their surroundings. She discusses the educational programme with parents and uses learning journey books to monitor children's learning and development and reflect on the characteristics of effective learning. However, there is scope to embed this system to help raise children's attainment to the highest level.

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provision

Relationships with parents are very positive. Information about the children's care and learning is shared verbally, as well as through the progress records. The views of parents and children have contributed towards the self-evaluation. For example, comments made by parents about language development for children reinforce what the childminder knows and is working closely to improve. Furthermore, the childminder and her assistant realise they can improve the outdoor play area and are further developing plans for this. The parents noticeboard in the playroom displays useful information to keep them well- informed about the assessment process and general operational procedures. The childminder seeks to encourage them to share what they know about their child in relation to their ongoing learning and development. She also has a good understanding of the need to share information with other providers delivering the Early Years Foundation

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provision

Stage to support children's learning. The childminder's good knowledge of children's development means she has accurate information for assessments for the progress check at age two. She plans and evaluates a wide range of activities, which are based on their interests and stages of development. These support children effectively in making good progress in all areas of learning and particularly the primary areas. Consequently, they are making good progress and are ready for the next stage in their learning.

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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 EY343267 Local authority Cheshire West and Chester Inspection number 956303 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 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

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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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