Childminder in Cheshire East

Inspection date

Previous inspection date 22/05/2014 26/11/2009

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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

 Teaching is good. The childminder uses effective questioning to develop children's understanding and thinking skills during activities.  The childminder uses regular assessments to monitor children's progress. This ensures that activities are planned around children's interests and needs, and support children's development across the seven areas of learning.  The childminder promotes children's understanding of keeping themselves safe through providing them with opportunities to take risks while being supported with reminders about safety.  The childminder has a good range of policies and procedures that ensure her practice is implemented consistently, and as a result, children are protected from harm.

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It is not yet outstanding because

 The amount of resources available during child-initiated activities can at times be excessive and overwhelming for children. As a result, children find it difficult to focus and fully engage in their play as they are too easily distracted.

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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 interactions between the childminder and children during play and care routines.

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Inspection activities

 The inspector looked at a range of documentation including policies and procedures and children's development records.

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Inspection activities

 The inspector viewed the areas used by the childminder when minded children are present.  The inspector held discussions with the childminder throughout the visit.

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Information about the setting

The childminder was registered in 1999 and is on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged 12, eight and five years in Crewe, Cheshire. The whole of the ground floor is used for childminding purposes. There is a secure garden available for outdoor play. The family has a pet dog. The childminder operates all year round, except family holidays and Christmas. There are currently three children on roll, of whom two are in the early years age range. The childminder holds an appropriate early years qualification at level 3 and is a member of the Professional Association for Childcare and Early Years.

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

 help children to focus and fully engage in their self-initiated activities so that they learn the most from them, for example, by considering the amount of resources available to them.

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who attend

The childminder has a good understanding of how children learn and develop. She uses the observations she makes of children's progress to plan activities that support their next steps for learning and that appeal to their interests. This builds on what children already know, can do, and understand. However, at times there are too many resources available to children during child-initiated activities. As a result, they become easily distracted and do not engage fully in activities that provide challenge so that they learn the most from them. The childminder records children's learning in their learning journals. These contain observations, photographs and termly assessments of children's development and are shared with parents on a regular basis. The childminder tracks children's progress in order to close any gaps in their learning, should they occur. She is fully aware of the progress check for children between the ages of two and three years and has systems in place to

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who attend

Teaching is good. Children's communication skills are supported through effective questioning and language during their play. The childminder encourages early communication by introducing new vocabulary and examples to support this. For example, while looking at picture books, the childminder uses toys and visual aids around the room to re-inforce children's understanding of similarities and differences in the environment. She talks to children about what they are doing and introduces a range of language, and this is supported with demonstrations. For example, when talking about the features giraffes have, she uses gestures to emphasise the length of their neck. Children are given time to explore and experiment in their play, and their imagination skills are supported through role play. Children pretend to clean up and make drinks. The childminder teaches mathematics through everyday routines, such as introducing size and comparision during

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who attend

Children are making good progress in their learning and development as they are provided with a range of activities that are suitable for their needs. Parents are invited to share information regarding children's learning and development at home. For example, parents contribute to initial assessments of children's starting points and have opportunities to share information about learning at home through daily diaries and feedback for regular assessment reports. The childminder visits a children's activity group, which further enhances children's learning and development opportunities.

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

The environment is immaculately clean, safe, secure and welcoming. Children move around the house with enthusiasm and confidence, and demonstrate that they feel safe and secure. There are a range of suitable resources available for children. The outdoor area is secure and suitably equipped for younger children to develop independence. There is a variety of outdoor equipment to provide children with physical development opportunities as well as challenge. The childminder teaches the children to keep themselves safe, as she explains things to help them understand. For example, she talks to children about kitchen safety and why they should not climb on furniture when they attempt to do so. The childminder uses effective strategies to manage children's behaviour and to help them understand this for themselves. For example, when children attempt to throw a spoon, she explains that they must not throw as others will get hurt, and that

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

they must stir with the spoon as this is what it is for. Praise is then used to promote good behaviour when children use the equipment correctly.

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

The childminder uses settling-in processes that are based around the individual needs of children and their families. As a result, children develop secure attachments and are happy and settled in the childminder's care as they are valued and welcomed. Children enjoy close contact with the childminder and use her as a secure base in the presence of strangers. Children's independence is supported as they have time to experiment and explore in activities. The childminder is a good role model and ensures that children are developing an understanding of respect and manners through daily routines and behaviour. Children participate in regular fire drills, which helps them to understand how to keep themselves safe in an emergency. The childminder takes children on regular outings for additional activities and to support their social opportunities. For example, they go to groups where children meet others. This helps to prepare children for moving to

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

The childminder uses information from parents to ensure that children's individual care needs and routines are appropriate and are consistently met. She talks to children about healthy diets and why they are needed. For example, at snack time children are encouraged to try a range of foods, and the childminder talks to them about eating small amounts so they do not choke and that fruit will make them 'big and strong'. Children respond appropriately and enjoy the praise they receive. Children recognise their own needs. For example, they fetch their water bottles when they are thirsty and fetch their comfort toys when tired.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage, which helps her ensure children are kept safe and are protected from harm. She has a clear understanding of safeguarding procedures and is able to explain what she would do if she had concerns about the safety of a child. Comprehensive risk assessments are in place to ensure that the environments, both inside and outside the home, are is safe. A good range of policies and procedures support the childminder's knowledge of how to keep children safe from harm, and these are shared with parents at induction. Accident and attendance records are well organised and detailed, and as a result, the childminder's systems are working effectively to promote the smooth running of the provision. The childminder supervises children well and takes effective safety precautions, such as using a stair gate and fireguard. The family dog is

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provision

kept in a separate room when minded children are present.

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provision

The childminder monitors the educational provision, ensuring that all areas of learning are covered well and are meeting the needs of individual children. She uses assessments of children's progress to identify aspects of learning where individual children may need additional support. The childminder ensures her mandatory training is kept up to date, and seeks to build on her skills and knowledge by attending additional training through the local authority. She monitors her practice to help identify any weaknesses in the provision. She welcomes feedback from parents and uses regular questionnaires to evaluate her practice.

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provision

Partnerships with parents are well developed. Written feedback from parents suggests they are happy with the childminder's provision and that their children are happy and settled in her care. The childminder demonstrates an understanding of working in partnership with other settings to ensure children's learning and development needs are consistently met.

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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 304743 Local authority Cheshire East Inspection number 871751 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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