Childminder in Cheshire East

Inspection date

Previous inspection date 19/08/2014 15/03/2012

p.1

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

p.1

This provision is good

 Children make good progress towards the early learning goals relative to their starting points. They benefit from consistently effective teaching and support in their learning.  Children's early communication and mathematical skills are supported well through purposeful, interactive play and learning.  The childminder places a high priority on children's personal, social and emotional development. Consequently, children are happy and confident learners who are emotionally secure and well prepared for the next stage of their learning.  The childminder has a secure understanding of her responsibilities in regard to the safeguarding and welfare requirements. As a result, children are cared for in a safe and well-managed environment.  Partnerships with parents and other provisions the children attend are strong, and help the childminder to promote children's individual care and learning.

p.1

It is not yet outstanding because

 There are fewer opportunities for children to see and recognise familiar words in the environment. As a result, opportunities to further strengthen the children's very good early literacy skills are not always maximised.  The childminder has yet to explore fully how to involve parents in the self-evaluation process to improve and monitor the service she provides.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities and the quality of the childminder's interaction with the children.

p.2

Inspection activities

 The inspector spoke with the childminder and children at appropriate times during the inspection.

p.2

Inspection activities

 The inspector sampled documentation, including policies and procedures, observations and assessments and children's records.

p.2

Inspection activities

 The inspector checked evidence of suitability of all members of the household, and the childminder's qualifications.

p.2

Inspection activities

 The inspector discussed the childminder's knowledge of the requirements of the Early Years Foundation Stage.

p.2

Information about the setting

The childminder was registered in 2006 and is on the Early Years Register and the voluntary and compulsory parts of the Childcare Register. She lives with her son in the Handforth area of Cheshire. The whole of the ground floor of the childminder's home and first floor bathroom is used for childminding. There is an enclosed rear garden for outside play. The family have a pet rabbit. The childminder takes children to and from the local nurseries and primary schools. She attends toddler groups and uses the local parks on a regular basis. There are currently six children on roll, five 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.

p.3

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

 maximise opportunities to promote children's interest in words and develop their understanding that print carries meaning, for example, through visual displays indoors and outside

p.3

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

 develop the monitoring and evaluation systems so that they take into account parents' views when identifying priorities for improvement for children.

p.3

who attend

Children thrive in the childminder's care and make good progress in their learning and development. The childminder has a secure understanding of the learning and development requirements and successfully plans a broad and balanced range of experiences across all areas of learning. The environment is equipped with a varied range of age-appropriate, quality toys and resources. The childminder knows the children in her care well and has a very good understanding of their individual abilities and stages of development. She observes their activities and assesses their progress accurately. This enables her to tailor activities to each child's individual learning so they offer suitable challenge to help children make further progress. For example, young babies learn effectively through their senses and develop their physical skills as they shake and grasp musical toys, showing excitement as they giggle and smile. Babies are also encouraged to

p.3

who attend

use their fingers to paint, and to touch and explore the texture of items, such as paintbrushes. The childminder engages children well and teaching is effective. Consequently, all children are making good progress and developing the key skills needed to prepare them for their next stage in learning at pre-school and school. Children respond well to the childminder's interactions and enjoy playing alongside her. They focus on their activities for long periods of time and become fully engaged in artwork, puzzles and games. As a result, they are becoming motivated and active learners. The childminder carefully listens to children and encourages them to talk about what they are doing, through skilful open-ended questions. For example, she asks 'You are painting an elephant where did you see that?' She also encourages children to think critically as she talks about their current interests in birds' nests and asks, 'what were they made of?'

p.3

who attend

Consequently, the childminder effectively facilitates the development of children's communication and language skills and children demonstrate they are becoming confident communicators. The childminder also promotes the use of mathematical language well through daily routines. For example, as pre-school children eat their snack, the childminder asks the children how many grapes they would like. When they answer, she gives them the grapes and asks them to count them. The children discover that they have not got the right amount. The childminder then extends this further by asking them 'how many more do you need?' The childminder enhances children's understanding of the world by taking them on exciting outings to places such as the airport, local toddler groups and a museum with themed story rooms. Pre-school children talk excitedly about what they did and saw during their visit to the museum and their understanding of traditional story

p.4

who attend

tales. There is a good range of books to further support children's developing skills and growing enjoyment of literacy. However, there are fewer examples of print, such as familiar words in the environment, to enable children to see that print carries meaning and further enhance their good early literacy skills.

p.4

who attend

The childminder keeps parents well informed and involved in their children's development through ongoing discussions and the use of daily diaries. She collects a wide range of information from parents when their children first attend, so that she is familiar with their capabilities, interests and routines. She uses this, together with her own initial observations of children, to establish their starting points and plan appropriate learning opportunities. As a result, children make good progress in their learning in relation to their starting points. The childminder is fully aware of the requirement to complete the progress check for children between the ages of two and three years and to provide parents with a written summary of their progress against the prime areas of learning.

p.4

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

The childminder provides a warm, welcoming, homely environment. She fosters a strong sense of security and emotional well-being, as she knows children well. For example, as the childminder cuddles babies and shows them affection they smile and giggle contentedly. Pre-school children enjoy chatting to her about their learning and experiences. As a result, children form strong relationships and demonstrate they feel secure and content. The childminder teaches children to consider other's feelings and helps them to understand the need to share and take turns. She is a positive role model for children and teaches good behaviour through consistent boundaries and routines. For example, she reminds children to share, take turns and to respect one another. Consequently, children establish friendly relationships with each other and demonstrate good social skills, playing cooperatively together. They use good manners as they talk to

p.4

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

each other, for example, one child asks another 'please could you pass me that strawberry?' The childminder liaises closely with parents to share what they know about their children before they start in her home. This includes the children's likes and dislikes, what they enjoy doing, important people in their lives and home routines. Consequently, this ensures a smooth move between home and the childminding environment, which effectively prepares children for the next stage in their learning.

p.4

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

Children choose from a good range of resources, which are stored at child height. This promotes their independence and allows them to make choices for themselves. As a result, children are confident to explore their environment and motivated to learn. The childminder continually checks all areas of the home used by children, and carries out risk assessments when she takes children on outings. This enables her to identify any risks to children, so she can take the required action to minimise any hazards identified. She provides opportunities for children to learn about how to keep themselves and others safe. For example, children have opportunity to participate in emergency evacuation procedures. The childminder supervises the children well, staying close by to make sure that children are safe and secure in their play. She frequently praises children's achievements. As a result, children's self-esteem and confidence is continually nurtured

p.5

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

through the praise and encouragement they receive.

p.5

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

The childminder places a high priority on regular outdoors activities, therefore, children benefit from frequent fresh air and exercise. Children develop their physical skills and learn to take risks in a safe environment as they have access to a good range of play equipment in the childminder's garden or through their regular visits to the local park. Children are encouraged to undertake small tasks throughout the day, such as tidying away after activities and taking plates and cups to the table at snack and meal times. They also have many opportunities to develop their health, hygiene and dressing skills through everyday routines, such as, putting on their own shoes, feeding themselves and using the toilet. This helps give children confidence and the skills they will require upon moving to the next stage of their learning or starting school. Children know they need to wash and dry their hands before snacks and meal times and demonstrate they understand

p.5

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

good hygiene practices. They learn about healthy eating as they help the childminder prepare nutritious snacks and join in with baking activities. For example, they wash their fruit and learn to peel this independently, and access drinking water throughout the day to keep hydrated.

p.5

provision

The childminder has a good knowledge of her responsibilities in meeting the safeguarding and welfare requirements. She has effective policies and procedures in place to support the safety and well-being of the children in her care and implements these consistently to create an environment that is secure and welcoming. All adults in the home are deemed safe and suitable to be in contact with children and Ofsted is notified of any changes, in order to safeguard children. The childminder has a good understanding of local safeguarding procedures and what to do if she is concerned about a child in her care. She maintains all the required documentation that helps support children's safety and welfare, such as attendance records. Parents are made aware of the childminder's written policies and procedures including safeguarding and complaints policies which underpin her practice. All required permissions and contracts are in place for all children. Children are

p.5

provision

protected in the event of an accident as the childminder has a current paediatric first-aid certificate.

p.6

provision

The childminder has a secure understanding of the learning and development requirements. She ensures that educational programmes cover all seven areas of learning and provides a good combination of child-initiated and adult-led activities. The childminder has improved several areas of her setting since the previous inspection, including her knowledge of observations, assessments and planning. She monitors children's progress by regularly assessing their development. She implements a good range of activities for children based upon their identified next steps and interests. This means that children make good progress in their learning and development. The childminder has a good capacity for the continual improvement of her service. She attends training events and links with other childminders to share good practice and identify ways she can continue to make improvements, which benefit children. The childminder has a reflective approach to

p.6

provision

her practice and is beginning to highlight strengths and weaknesses. However, she does not fully include the views of parents, in order to further identify priorities for improvement to support children in her care.

p.6

provision

The childminder otherwise builds a good relationship with parents and works supportively and effectively with them. She shares children's daily care routines, activities and achievements with parents through daily verbal feedback and the use of diaries. The childminder also understands the importance of working in partnership with other settings that children attend and links with these providers to share information. As a result, this enables her to provide continuity and adopt consistent approaches to promote children's individual care and learning.

p.6

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

p.6

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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

p.7

Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. The inspection judgement is that the provider does not meet the requirements for registration.

p.7

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.

p.8

Setting details

Unique reference number EY340887 Local authority Cheshire East Inspection number 873372 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10