Childminder in Cheshire East

Inspection date

Previous inspection date 24/07/2014 Not Applicable

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early years provision

This inspection: 3 Previous inspection: Not Applicable 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Children are encouraged to take a lead role in their play. The childminder supports their learning and development through effective questioning, demonstrations and communication.  The quality of teaching is good. Children are encouraged to reflect on prior learning in order to consolidate and develop future learning.  The childminder and the children in her care have secure attachments. As a result, the children are confident learners and are well prepared for their next stage of learning.  The childminder demonstrates a good understanding of when and how to assess children's learning and development to ensure children are making progress. She has suitable partnerships with parents to ensure that activities support children's needs and interests.

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It is not yet good because

 The childminder is not fully aware of who to contact should she have any concerns over the safety of a child.  Partnerships with external agencies and other settings are not yet fully established to ensure that children's learning and development needs are consistently met.  Self-evaluation does not include the views of parents and children or strengthen the links between identified priorities and plans to secure continuous improvement.

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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 interaction between the children and the childminder during their play.  The inspector held discussions with the childminder and the children.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder, including Disclosure and Barring Service checks for the childminder and household members.  The inspector looked at children's assessments records and planning documentation

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Information about the setting

The childminder registered in 2014 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner, in a house in the Ettiley Heath area of Sandbach, Cheshire East. The whole of the ground floor, one bedroom and bathroom on the first floor and the rear garden are used for childminding. The childminder takes children to local children's activity groups. She visits the shops and park on a regular basis. There are currently three children attending, of whom two are in the early years age range. The childminder collects children from the local schools and pre-schools. The childminder operates all year round, from 7.30am to 6.30pm, Monday to Friday, except for family holidays. She has a childcare qualification at level 2.

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must:

 ensure that knowledge and awareness of whom the childminder should contact should she have concerns over the safety of a child is developed.

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

 strengthen links with external agencies and other providers to ensure that information about children's learning and development needs is consistently shared and used to inform planning for their future progress

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

 implement more thorough and focused self-evaluation which includes the views of parents and children and strengthens the links between identified priorities and plans to secure continuous improvement.

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who attend

The childminder has a very good understanding of how children learn, and she uses this knowledge to support children in their learning and development. Parents contribute to children's initial assessments of their starting points. The childminder uses this information to evaluate children's learning and development in relation to their expected levels of achievement. As a result, the children are offered a range of activities that support their learning and build upon what they can already do and know. Children have access to a range of planned adult-focused and child-initiated activities that support their individual interests and next steps in learning. The childminder uses creative methods to engage children in activities that they are hesitant to join in with. For example, children who are reluctant to engage in messy activities are encouraged to participate through the use of resources, such as cars, that interest them. As a result, the children are willing to

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who attend

experiment and participate in unstructured mark-making activities. The childminder differentiates activities to ensure all children's needs are met, this ensures that children are supported in gaining appropriate skills for their next stages of learning. The childminder demonstrates an understanding of the requirements for the progress check for children aged between two and three years and is prepared for this when needed.

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who attend

The quality of teaching is good. The childminder offers a learning environment, both indoors and outdoors, which covers all areas of learning. Resources are accessible for children to make their own choices and become active learners. This supports children's independence and personal, social and emotional development. The childminder uses demonstrations to support children with their understanding and to encourage them to participate in activities. Communication is supported through the introduction of new vocabulary, questioning and demonstration to support and develop children's understanding. For example, during a messy play activity the children are questioned about colour mixing and what new colours they think will be made. The childminder encourages the children to reflect on previous activities that involved colour mixing to support this. Children explore and experiment during their play to build on prior learning.

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who attend

For example, when playing in the sand the children ask the childminder for some water as they want to make sandcastles and the sand is too dry. The childminder questions the children about what the water will do and how it will help them make sandcastles. The childminder ensures that activities on offer support all seven areas of learning.

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who attend

The childminder works closely with other childminders to support the children with their personal and social development. As well as taking the children to local playgroups and toddler groups to give them opportunities to share experiences with other children. The childminder demonstrates a suitable understanding of the need for partnership working with local schools and other settings to support children's learning and development needs.

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

The childminder has limited knowledge of who to contact should she have concerns over the safety of a child to confidently promote children's well-being. She is a good role model and she provides children with clear and consistent boundaries and expectations. As a result, children are well behaved. The childminder uses effective strategies to support children's understanding of expected behaviour through discussions. For example, at snack time when older children are waiting for others to finish, the childminder engages the children in discussions around patience and how it is good manners to wait for others to finish. She introduces aspects of time, and how long children may need to wait, through counting the fruit to demonstrate that the children will be finished soon. As a result, the children are supported in their development of understanding the needs of others. Children are happy, confident and settled in the childminder's care. This is because she

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

uses settling-in processes that are based around the individual needs of children and their families. Children are developing secure attachments with the childminder as she knows their individual needs very well and responds to them appropriately. The childminder works closely with parents to effectively support individual care routines and needs to ensure continuity.

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

Children have access to a range of healthy snacks and meals. The childminder sits and eats with the children to demonstrate good table manners. Snack and meal times are social occasions and the childminder engages the children in conversations, talking to the children about their day and topics of interest. The childminder demonstrates good hygiene practices and these are encouraged and discussed as they occur through daily routines. As a result, the children are developing independence and a good understanding of personal hygiene routines and they manage these independently. The childminder introduces the children to healthy lifestyles through discussions around healthy foods.

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

The childminder's home is safe, secure and welcoming. Children have access to a range of resources, both indoors and outdoors, that support children's learning and development. The childminder supports children's emotional development through strong relationships that are based around the understanding of the children's personal needs. She encourages the children to share resources and take turns while considering the needs of others. This ensures that children are well prepared for their next stage of learning, such as moving on to school or other settings. The childminder supports children in developing their independence skills. For example, the children are encouraged to remove and put on their shoes themselves when entering and leaving the house for outdoor play. Children are encouraged to take risks during play, while being supported by the childminder through discussions around keeping themselves safe and well. As a result, children learn to use

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provision

The childminder has some understanding of the safeguarding and welfare requirements and is able to talk about how she ensures that children are kept safe and protected from harm. She is able to identify the signs of possible abuse and neglect, and understands the potential impact on children's behaviour. However, the childminder does not have a secure knowledge of who to contact should she have concerns about a child. The childminder is organised and maintains all the required paperwork, such as children's information and a record of their attendance. Policies and procedures are shared with parents at induction. There are risk assessments in place that ensure the environments, both inside and outside the home are safe. The childminder has completed mandatory training to support her practice, such as food hygiene and paediatric first aid.

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provision

The childminder talks confidently about monitoring children's progress and has a good awareness of their abilities and skills. She assesses and tracks children's learning and development in order to identify any potential gaps that may occur. Assessment opportunities are based around the seven areas of learning and provide an evaluation of children's age and stage of development to support the childminder in identifying any gaps. The childminder is aware of the need to monitor her practice through self- evaluation. However, this is not yet sufficiently thorough or focused to strengthen the links between identified priorities and plans to secure continuous improvement and does not included the views of children and parents.

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provision

Partnerships with parents are suitable. The childminder shares information with parents through daily communication. She gathers information from parents regarding children's learning and development at home to support her in the planning of activities. Partnerships with external agencies and other providers are not yet fully established. However, the childminder demonstrates an understanding for the need of these relationships in order to support children's learning and development consistently.

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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 EY471360 Local authority Cheshire East Inspection number 952363 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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Name of provider

Date of previous inspection not applicable

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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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