Childminder in Cheshire West and Chester

Inspection date

Previous inspection date 22/04/2014 24/11/2009

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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

 The childminder's teaching is good, she uses a wide range of ways to make learning fun. Through incorporating children's interests into activities in a fluid way, she makes learning relevant to them and addresses the next steps in their learning effectively. Activities are well planned and provide challenge to children, which helps them make good progress.  Warm relationships with the childminder ensure children who require additional comfort are well supported to become 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 brings a professional attitude to her childminding. She has made considerable progress since her last inspection and has undertaken additional training and qualifications. This has a positive effect on the quality of the environment, her understanding of safeguarding issues and the learning activities she provides for

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It is not yet outstanding because

 There is scope to further develop the range of activities that the youngest children can use in the garden in order to maximise on outdoor learning opportunities, with regard to the specific areas of learning.  There is scope to widen information provided to parents about how they can extend their child's learning at home to maximise learning in all environments.

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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 children's assessment records and 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 checked evidence of suitability and took account of the childminder's self-evaluation and improvement plan.

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Information about the setting

The childminder was registered in 2006 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in Ellesmere Port with her husband and one child aged 15 years. The whole of the ground floor and first floor bathroom is used for childminding. The rear garden is also used for outdoor play. The childminder attends a childminder group and activities at the local children's centres. She visits the shops and parks on a regular basis and collects children from the local schools. There are currently seven 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 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years and Ellesmere Port Childminder Network. She has an appropriate early years qualification at level 3 and supports a

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Information about the setting

number of children who speak English as an additional language.

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

 extend the use of the outside area even further to support the youngest children's development in the specific areas of learning, for example, by utilising the mathematical potential for children to discover things about shape, distance and measurement through physical activity or their understanding of healthy eating and the passage of time through growing edible plants

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

 build on the information given to parents which assists them in supporting and extending children's learning at home to further enhance planning of children's learning experiences.

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who attend

The children benefit from a childminder who has made significant progress since her last inspection. She has developed her capability to observe children's abilities and plan for their future learning through undertaking additional childcare qualifications. Her teaching is good and based on a detailed understanding of each child's development, which she quickly gathers as soon as children start attending. She is skilful in ensuring activities are responsive to children's interests and learning styles. For example, children's interest in jewellery and bangles is extended through the use of musical instruments, which can be worn on the wrist and used to join in with music sessions. Additionally, where new children are more comfortable with leading their own play, the childminder ensures interesting activities, such as a treasure basket, which contains a range of items is provided so children can become absorbed in exploring. The childminder is highly

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who attend

successful in supporting even the youngest children learn how to extend their concentration and develop their ideas. For example, children as young as 15 months show sustained interest and curiosity in activities. This is because the childminder provides a narrative for what they are doing by showing and explaining how things work and supporting and encouraging all children to experiment. She encourages children's thinking and comprehension before they can speak by using one-sided conversations. For example, she asks questions they can respond to with gestures and discusses routine events so children understand what is going to happen next.

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who attend

The childminder's documentation provides a good record of children's learning. She quickly builds an understanding of children's next steps because she undertakes short observations of children's play and links these with a tracker document. This enables her to ensure children are making expected progress in all areas of learning. This is a useful tool for monitoring children's development and planning next steps in their learning. It also provides a good talking point for parents to be involved in their child's learning. The childminder gathers information from parents about their child's abilities, likes and dislikes at the start of the placement. She also gives them suggestions about how they can support their child's learning. However, these suggestions tend to focus on the prime areas of learning, for example, how they can help to develop a child's physical walking skills. This means the childminder does not always maximise these discussions to cover all

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who attend

areas of learning to extend all learning opportunities.

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who attend

Children are making good progress in their language and communication skills, including children for whom English is an additional language. These children show good levels of understanding and are starting to attempt words in English. This is because the childminder is aware of the support they need to develop their speaking skills. For example, she promotes the use of their home language well, because she recognises the importance that using their home language has in their progressing understanding. Children develop their knowledge of letters and writing well. The childminder helps children start to understand letters by using the phonic sounds. She provides a range of activities that enable children to make marks, which progresses their early writing skills. Younger children enjoy making marks and producing joint pictures with their siblings which are proudly displayed. The confidence they gain in their literacy skills is very

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who attend

beneficial as they develop in readiness for the next stage in their learning, such as school. They also use mathematical language during play with construction toys. Children's understanding of the world is developed well through links with the local community, the use of the garden and walks in local parks. However, areas of learning in the garden that encourage mathematical learning or learning about healthy eating are not promoted to their maximum potential, because the garden has not finished being developed. A wide range of craft activities, such as playing with dough provide children with lots of opportunities to express themselves and develop their physical abilities to handle tools. Activities, such as painting eggs for Easter also introduce children to cultural events. They use their imaginations well 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 by getting to know them very well. She is very attentive to children who are settling into her care and responds to their need for cuddles and reassurance. This produces a bond which helps children to settle quickly and to be confident to try new experiences and develop their abilities. The childminder has also introduced clear routines, which means even very young children understand about meal times and rest times. Consequently, children's well- being is effectively supported because their physical requirements for food and rest are addressed, which prepares them well for active play and learning. Children's dietary needs and preferences are accounted for well, because some meals are provided by parents and some by the childminder. The childminder encourages children to try a range of fruits and vegetables to help develop their understanding about different foods. They have regular

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

access to the garden and local parks. They are, therefore, well supported to develop an understanding of the importance of exercise and healthy lifestyles.

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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 the children, using distraction and helping them learn to negotiate with one another. She plans activities which support children to learn to share and take turns. This allows young children to develop an understanding of other peoples' feelings and what is acceptable behaviour. As the children get older they are encouraged to become more independent with regard to their self-care skills, such as putting on shoes and coats in preparation for the transition to nursery or school. The childminder is very aware that she plays an important role in the emotional support for children who are more reserved, when they attend community groups at the local children's centre or toddler group sessions. She understands that such experiences help children prepare for the larger groups they will experience at school. Children start to understand about safety issues as they take part in

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

emergency evacuation practises or as they handle items from their treasure basket of interesting objects.

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provision

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. For example, the importance of keeping clear records of any concerns she may have and quickly accessing help and advice should that become necessary. She is aware of the need to ensure children are only in the presence of suitable people and is proactive in ensuring that Ofsted checks are undertaken as her children reach the age of 16 years. 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. She ensures she manages children's behaviour appropriately to minimise the risk of incidents between children. Suitable procedures are in place to manage accidents and records are maintained. The building and garden are secure. This helps to ensure children are

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provision

The childminder 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 need to record children's progress for the progress check at age two and has observation records in place, which are easy to complete. 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 has completed a self-evaluation form and obtained information about parents' views of her service through distributing a questionnaire. She values their comments and acts on any suggestions they make, for example, always ensuring a sitting child is positioned on a mat rather than the laminate flooring. The childminder demonstrates a strong commitment to developing her own skills. She takes the initiative in sourcing relevant training, for example, she undertook a level 3

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provision

childcare qualification during 2013 and also completed a food hygiene qualification. She is an active member of Ellesmere Port childminding group and attends regularly. She makes good use of the group's drop-in sessions, which provide information about better ways of working, for example, ideas about new ways of tracking children's progress. She is constantly updating how she works and finds her Professional Association for Childcare and Early Years membership ensures that she is up to date with latest thinking. 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. Parents 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 is aware of the need to obtain information about children's abilities in other settings they attend, when the need arises, to help ensure that practitioners in both settings have a shared understanding and plan appropriate activities that meet children's needs. 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 and are prepared for

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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 EY332327 Local authority Cheshire West and Chester Inspection number 955563 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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