Childminder in Warrington

Inspection date

Previous inspection date 10/07/2014 03/02/2010

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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

 Children enjoy a stimulating range of activities that have breadth and depth across the seven areas of learning. Therefore, children make good progress in their learning.  The childminder has a good understanding of safeguarding children. Rigorous daily checks of the premises and a clear understanding of the possible indicators of abuse ensure children are protected while in her care.  Partnerships with parents are effective. The childminder works alongside them to ensure the individual needs of children are met.  The childminder demonstrates a commitment to continuous improvements. Therefore, she effectively prioritises improvements that will benefit children the most.

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It is not yet outstanding because

 On occasion, the childminder asks the children questions that require a 'yes' or 'no' answer. This does not maximise opportunities to engage in conversations.  There is room to improve the vibrant learning environment by separating resources into labelled boxes, to further enhance children's independence and literacy skills.

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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 had a tour of the areas of the childminder's home that are used for childminding.  The inspector observed the childminder while she interacted with the children.

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Inspection activities

 The inspector looked at some paperwork, including the children's developmental records and the childminder's policies and procedures.

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Inspection activities

 The inspector talked at length with the childminder about her practice, including her work with the children, parents and other agencies.

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Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and four children aged 17, 15, 13 and two years in a house in Warrington. The whole of the ground floor and the rear garden are used for childminding. The family has four cats and two goldfish as pets. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently two children on roll, both of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 extend opportunities to promote children's communication and language skills, for example, by asking more open-ended questions

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

 enhance the already good learning environment to further support children's independence and literacy skills, for example, by separating resources into labelled boxes.

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who attend

The childminder establishes each child's initial capabilities and starting points, by discussing their individual abilities, needs and interests with their parents, who also complete an 'I am special' document for their child. The childminder also conducts her own observations, to get to know children well and follow their interests. This enables her to plan interesting activities, tailored to each child's emerging skills and stage of development. The childminder has high expectations of children and offers appropriate levels of support and challenge, as and when required. Fun and effective teaching strategies are used well, to help children to make consistent progress relevant to their age. The chidminder records each child's learning in a learning journal folder and she is making good use of early years guidance documents, to ensure any next steps are clearly identified and used to inform future planning, teaching and activities. The children have

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who attend

only been attending for a short period of time. However, observations undertaken show children already making progress and developing skills and confidence in all areas of learning, in particular the prime areas. This provides a firm foundation for their future learning and eventually ensures that children are acquiring the skills and dispositions for future learning to be ready for school.

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who attend

Resources are plentiful and well maintained; they provide children with a range of play opportunities, which cover all the areas of learning. Children's physical development is enhanced by easy access from the lounge to the garden, where they enjoy playing on the slide, swing and see-saw. Children also enjoy running and tumbling on the spacious grass area. In addition, children enjoy outings to the local toddler group and activities at the children's centre. This supports children to build confidence and self-esteem with adults and their peers away from the home. The childminder constantly interacts with the children, involving them in conversations. She skilfully questions the children on most occasions. For example, when playing with the dominoes, she asks them 'how many do we need'. However, this is not always consistent and sometimes she asks questions that only require a 'yes' or 'no' answer. Nevertheless, she does understand the importance of

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who attend

extending children's communication and language skills and regularly attends a targeted language group at the local children's centre. She then incorporates ideas learnt at the group into her practice through planned activities, to support children even further. For example, blowing bubbles to help children develop the muscles in their mouth that effect speech.

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who attend

Children learn about the world through a good range of planned and spontaneous activities. For example, they learn about caring for living things, as they help the childminder to feed the goldfish and look after the plants in the garden. The childminder routinely introduces mathematical concepts into children's play. For example, she asks them how many chalks they have and discusses the shapes that they draw on the chalkboards. In addition, they fill and empty different sized containers in the sand and water. Children have access to a good range of tools to make marks, such as pens, chalks and paint. They competently draw lines and circles and are beginning to form recognisable letters. In addition, they are beginning to understand that print carries meaning. For instance, they recognise their own name. Children's imaginative skills are well supported; they enjoy role play, picnics outside and dressing up as their favourite characters.

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who attend

Therefore, children have lots of opportunities to test and try out different roles.

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

Children are happy and settled, which helps them to form positive relationships and secure attachments with the childminder. The childminder creates a warm, welcoming and stimulating environment for the children, which effectively supports their emotional well- being. There are good settling-in procedures and the childminder works closely with parents during this time, to share significant information about the children. As a result, children are well supported when they first start to attend, as the childminder provides them with familiar and consistent routines. Children display confidence in their surroundings and are eager to play and learn in this welcoming home. The childminder sits with them as they play and shows a genuine interest in what they are doing. She is attentive towards their needs and children feel happy to approach her for reassurance.

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

Children have access to a clean and suitably organised environment. The living room is set up so children can mostly, independently access a wide range of toys and activities. These include resources which positively reflect difference and diversity. However, not all the contents of boxes are visible or labelled, to assist children in making more independent choices. The childminder has a calm manner and treats children with kindness and respect. She is a good role model and uses a consistent approach in dealing with unwanted behaviours. She has realistic expectations of children and rules and boundaries set are age appropriate. As a result, children are responsive and behave well. Children are happy, inquisitive and show good levels of self-esteem, which is building a firm foundation for their future learning and moves to other settings, such as nursery or school.

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

Children's healthy lifestyles are promoted, though regular exercise and positive food choices. Playing in the garden and outings in the community, ensure children have access to plenty of fresh air. The childminder works with parents to ensure children receive a healthy and balanced diet while in her care. For example, she has created some menus for lunches and snacks, that have been devised in consultation with parents and children. Children manage their personal hygiene well for their age and stage of development. For example, children access the toilet and wash their hands independently. The childminder encourages younger children to develop good hygiene habits, such as wiping their hands with wipes before and after meals. The childminder has created a cosy corner with large bean bags, so that children can relax, enjoy quiet time or have a sleep.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements. Having recently returned to childminding she has attended lots of training, such as, child protection, first aid and food hygiene. The childminder demonstrates a secure understanding of the possible signs of abuse and how she should proceed should she be concerned about any child. Visual and written risk assessments of her home, ensure that children are safe and secure while they play and explore. As a result, children are protected from harm while in her care.

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provision

The childminder has a good understanding of the learning and development requirements. She plans vibrant and interesting activities and experience for children across the seven areas of learning. The childminder monitors children's progress and understands the requirement to complete the progress check for children aged between two and three years when required. She reflects on and evaluates the service she provides, to ensure she maintains ongoing improvements for children. For instance, she regularly contacts other childminders, to share ideas and good practice. She is also beginning to seek and value the views of parents in her self-evaluation processes, through questionnaires. Sound procedures are in place to involve parents in their children's learning. The childminder demonstrates a good understanding of the advantage of liaising with teachers when the time arrives for children to move to school, in order to provide a complementary and

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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 EY317963 Local authority Warrington Inspection number 870795 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 2

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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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