English, Angela Jane

Inspection date

Previous inspection date 05/06/2014 18/11/2008

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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. Children learn actively through a range of activities and games, at the childminder's home and on local outings to the park and shops.  The childminder and the children have fun as they talk and play together. The strong attachments ensure that the children feel happy and secure in the childminder's home.  Partnerships with parents are good. Information is shared to ensure that children feel supported when they make daily moves between their homes, school and the childminder's home.  The childminder understands how to manage risk. She teaches the children to follow rules that keep them safe in the home and on outings.  Children's behaviour is good. The childminder skilfully encourages the children in her care to be tolerant of differences and to recognise each others' achievements.

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It is not yet outstanding because

 There is scope to establish more accurate assessment of children's starting points on entry to the setting and to use these to drive children's ongoing progress and development.

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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 and children throughout the inspection.

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Inspection activities

 The inspector observed play and learning activities in the childminder's home and at the nearby park.

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Inspection activities

 The inspector looked at observation, planning and assessment records and at systems for self-evaluation.  The inspector checked evidence of the suitability of the childminder.  The inspector took account of the views of parents and carers spoken to on the day.

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Information about the setting

The childminder was registered in 1994 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in Winsford, Cheshire. The whole of the ground floor and upstairs bathroom are used for childminding. There is an enclosed garden for outdoor play. The childminder attends a toddler group and activities at the local children's centre. She visits the nearby shops and play park on a regular basis. She takes children to and collects them from, the local schools and pre- schools. There are currently four children on roll, one of whom is in the early years age group and attends for a variety of sessions. She operates all year round from 8am to 6pm, Monday to Friday, except bank holidays.

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

 establish more accurate assessments of children's starting points on entry to the setting. Use these initial assessments to drive children's ongoing progress and development.

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who attend

The quality of teaching is good. Children arrive from school ready to have fun and play together. The activities offered are interesting and demonstrate the childminder's good understanding of how children learn. For example, the children grow strawberries in the outdoor area. They watch them flower and count the fruit as it develops. This helps children to understand the world and to learn to count as part of everyday activities. They work together to estimate how long it will take for a strawberry for each of them to turn red. They wonder together whether the strawberries have to get big before they ripen. The children check out their predictions in the coming days. This provides opportunities for children to suggest and test out ideas. Children have fun playing board games with the childminder that support their personal, social and emotional development, as they cooperate and negotiate rules of play. The games require children to read, count and

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who attend

Children have rich and varied opportunities to be creative and to make marks. For example, children paddle in paint and then walk across big pieces of paper to see their footprints. The childminder provides activities that stimulate young children to learn through all of their senses. Resources for play and learning are accessible and well chosen to support children's learning. For example, the children develop their imagination and learn to cooperate with each other, as they play with the well-equipped dolls' house. Children's physical development is supported when they walk to the park, run on the grass and play on the swings and climbing frame. The childminder skilfully supports and challenges children to learn new skills, such as descending the pole on the climbing frame.

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who attend

The childminder works in partnership with parents to ensure that children experience good continuity of learning between home, school and the childminder's home. Children borrow favourite books from the childminder to share at home. The childminder and parents share information about what children have achieved. Children are making good progress in their learning and development and are ready for school. Ongoing observations and assessment of their learning and development provide insightful information about what children know, what they can do and what they need to do next. However, the childminder does not always link her assessment of children's progress to examples of typical development for their age. As a consequence, assessment does not accurately establish starting points in order to inform planning fully.

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

Relationships between the childminder and the children are excellent. They enjoy each others' company and demonstrate strong and healthy attachments. This promotes the children's emotional well-being. The childminder manages children's behaviour well. She has a calm and tolerant manner that provides a good example for the children at all times. She provides boundaries to keep children safe, but also allows them opportunities to work things out for themselves. This enables them to learn to regulate their own behaviour as they grow.

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

The childminder manages risks to the children, in her home and on outings. The children demonstrate that they are learning how to be safe when crossing all of the roads on the way to the park. At the park the childminder encourages children to learn new skills, such as getting the swing moving or climbing a bit higher than last time. She talks with them about their fear and about what they have already learned to do that they could not do before. As a consequence, some children are learning to carefully reach out from the climbing frame to the pole and descend slowly, while other children have learned to leap across the space and climb to the top before descending at speed. Children learn hygiene routines that keep them safe from infection. They wash their hands thoroughly before eating their snack. Children eat a choice of healthy foods for snack and have opportunities to try new fruits, such as apricots and yellow plums. They are, therefore, learning to eat a

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

balanced diet and to try a range of foods. Children have opportunities for physical exercise as they go on local outings. They learn to think about their own energy levels. For example, they describe that they feel tired at the end of school, but when they reach the childminder's home their energy comes back.

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

Resources are well chosen and meet the play and learning needs of the children. Parents and the childminder talk daily and exchange any information and news to ensure continuity of care for the children. Children are emotionally ready for school, because the secure attachments in the provision prepare children well for daily moves between home, school and the childminder's home.

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provision

The childminder keeps children safe as she has a good understanding of risk and how to manage it. She knows the local safeguarding procedures to follow if she has concerns about a child in her care. She is alert to the signs and symptoms of abuse that could indicate that a child in her care is at risk and knows the action she should take. A written safeguarding policy is in place and is shared with parents.

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provision

The childminder's good teaching and her understanding of child development ensure that children make good progress in her care. However, the monitoring of children's learning and development does not always include reference to typical development for their age. As a consequence, the driving of children's progress is not consistently robust.

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provision

The childminder attends groups and seeks support at the local children's centre. She is aware of the roles of other professionals and the circumstances that would require her to work with them to meet the needs of the children in her care. The childminder uses a locally published system for reviewing and evaluating her practice. She understands the purpose of self-evaluation and personal development in ensuring that her provision for families improves. For example, she reviews her practice in readiness for caring for younger children again in future.

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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 304322 Local authority Cheshire West and Chester Inspection number 871742 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 4

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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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