Childminder in Cheshire East

Inspection date

Previous inspection date 27/08/2014 07/10/2011

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early years provision

This inspection: 2 Previous inspection: 1 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 very good. She uses a wide range of techniques to make learning fun, incorporating children's interests into activities. Learning is relevant to each child and next steps in learning are effectively addressed. Activities are well planned and provide good levels of challenge appropriate to children's age and stage of development.  The childminder builds strong relationships with the children. This supports independence and confidence to have a go at activities and extend their abilities.  Partnerships with parents are strong. They are well informed about their children's progress and make a positive contribution to assessments, which informs planning of activities to help children's development.  The childminder is very well organised and she maintains meticulous documentation. This, along with a commitment to continual professional development and evaluation, has a positive effect on the quality of the environment and the learning activities which

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It is not yet outstanding because

 The childminder does not provide sufficient opportunities for children to practise their early writing skills when learning outside.

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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 play activities and the childminder's interaction with children.  The inspector held discussions with the childminder during the inspection.  The inspector undertook a joint observation with the childminder.

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Inspection activities

 The inspector examined a representative sample of children's records, policies and procedures, and suitability documentation.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day of inspection.

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Information about the setting

The childminder was registered in 2000 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult child, who is her co-childminder, in Nantwich, Cheshire. The setting operates from a playroom, the kitchen and a paved outside area, with access to a toilet for exclusive use of the children. The childminder visits the local shops, parks and playgrounds on a regular basis and collects children from the local schools. There are currently six children on roll, one of whom is in the early years age range and attends for a variety of sessions. The childminder operates all year round from 8am 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:

 provide children with more opportunities to enable them to practise their early writing skills when learning in the outdoor environment.

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who attend

The childminder's teaching has a significant, positive effect on the progress children are making in their learning. She has a good understanding of children's individual abilities and stages of development. The childminder discovers the starting points in their development by liaising closely with parents. This provides her with details of children's likes, preferences and interests, enabling her to support their learning from the start. The childminder then successfully uses her detailed knowledge of children to weave purposeful and developmentally challenging activities into their day. This means that children's next steps in learning are addressed through well-organised, imaginative and fun activities which capture their creativity and curiosity. For example, children's interest in the outdoors is reinforced as they take part in growing and planting activities, such as planting their own tomatoes and herbs. This helps them to learn how to care for plants and what

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who attend

helps them grow. This is further extended by talking about what children need to grow and be healthy. However, the childminder provides fewer opportunities for the children to develop their early writing skills when playing and learning in the outdoor environment.

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who attend

The childminder's documentation provides a good record of children's learning. Her observations and assessments of children's play are accurate and detailed. In addition, she analyses these to identify ways in which her teaching can move children's learning on. The childminder tracks children's progress, in order to close any gaps in their learning should they occur. Effective monitoring of the educational programmes ensures that all seven areas of learning are included successfully. She is aware of the requirements for the progress check completed for children aged between two and three years. The childminder keeps parents well informed about their children's development through ongoing discussions and sharing their development folders. She encourages parents to contribute to the folders to share how they support their children's play at home. This helps parents to feel fully involved in their child's learning. Children are making good

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who attend

progress in all areas of learning because the childminder has high expectations of what they can achieve. Children enjoy their play in the stimulating environment and they are motivated to learn. They enjoy using their senses to explore the beach scene they have created and have fun as they use their fingers and the various utensils to dig and build in the 'sand' made from crushed biscuits. The childminder gives children time to explore, experiment and build on prior learning during their play. Children smile happily, feeling proud of their achievement. The childminder praises children's efforts, helping to boost their confidence and self-esteem.

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who attend

The childminder demonstrates a good understanding of how to support children's early reading skills. Resources are clearly labelled and accessible for children. This helps young children to learn about environmental print. Early communication is supported through the introduction of new vocabulary. The childminder continually talks to the children to describe what they are doing, skilfully extending what they are learning. For example, she introduces new words as children play with the beach scene, such as 'stretchy' and 'squishy'. This increases children's vocabulary and promotes their language development. The childminder also introduces mathematical language, such as 'long' and 'short', raising children's awareness of size. Children experiment and explore using their senses through a range of materials and mediums. They show good control and concentration as they fish in buckets outside and squeal with delight as they try and walk outside wearing flippers

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who attend

and goggles. Children have access to outdoor activities on a daily basis. The childminder further promotes children's personal, social and emotional development through visits to the beach on the train and to the zoo, enhancing their learning and development opportunities. The childminder takes children to the library to get books to look at together. This widens children's learning experiences and teaches them about the world around them, while preparing them well for their next stage in learning, for example, school.

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

The childminder has a very good relationship with children. She has a natural enthusiasm for her work and is very calm. The nurturing environment and the childminder's warm and caring manner means that children feel secure and content. Children relate very well to the childminder and clearly love being with her. Parents speak very highly of the childminder and comment on how much their children adore the childminder and that they often do not want to leave at the end of the day. Children are settled and at ease in the childminder's care. This is because she has devised effective settling-in procedures. Children have a number of visits, enabling the childminder to find out about their individual care needs, routines, likes and dislikes.

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

Children play in a clean, extremely well-resourced and child-friendly environment. Children's independence is promoted well as resources are stored in clearly labelled boxes which are easily accessible to them. The childminder promotes children's good health and self-care through routines and regular fresh air and exercise. They visit the local park, attend local toddler groups and go to the zoo. Children have access to drinking water throughout the day and a range of healthy meals, with plenty of fresh fruit provided. Children demonstrate a growing understanding of foods that are healthy as they talk about why some foods, such as fruit, are good for them during snack. The childminder consistently reinforces good hygiene procedures, such as hand washing. As a result, children know they need to wash their hands and demonstrate that they are beginning to learn how they can keep themselves healthy.

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

Children develop an awareness of how they can keep themselves safe inside and outside. They also learn how to leave the property in case of an emergency. The childminder is clear of her role to provide children with a safe and secure environment. She continually checks the play space to identify any hazards and takes the necessary action to minimise risks to children. The childminder encourages children to be independent in the setting, for instance, by supporting and supervising the younger children to try and put their own shoes on to go outside. Children feed themselves and attempt to manage clothing and their own personal hygiene. These skills prepare children effectively for the next stage in their learning. The childminder is a good role model, ensuring that children are developing an understanding of respect and manners through daily routines and behaviour. She gives clear indications as to how children are expected to behave, for example, praising their

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

good playing and thanking older children when they help. Children's behaviour is very good as they are fully engaged in their activities. They learn to play alongside each other and begin to learn how to share resources together. Children listen and cooperate well, showing they understand about taking turns. The childminder works extremely well with parents to ensure that children benefit from consistent rules and boundaries. This means that there is a consistent approach to behaviour management.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage, which helps her ensure children are kept safe and are protected from harm. Her documentation is generally well organised, easily accessible and underpins her practice well. The childminder is aware of her responsibilities when administering medication and treating minor accidents and she holds a valid first-aid certificate. Policies and procedures are robust and are shared with parents. Risk assessments ensure the environments, both inside and outside, are safe. The childminder supervises children very well and takes effective safety precautions. She has attended safeguarding training and has a secure knowledge of child protection issues. She talks confidently about what she would do if she had a concern about a child in her care and has an up-to-date list of people to contact if she needs advice. As a result, children are

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provision

The childminder monitors children's progress very well and has a good awareness of their abilities and skills. Assessments are accurate and the childminder reviews them regularly to ensure there is a broad programme of activities. This enables the childminder to highlight any possible gaps in children's learning and plan appropriate interventions to support each child. Her attention to the meaningful planning ensures that all areas of learning are covered and the needs of individual children are met. However, opportunities for the children to further develop their early writing skills when learning outside are not always provided.

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provision

The childminder monitors her practice through effective self-evaluation, which accurately identifies what she does well and what she wants to improve. She seeks feedback from parents through questionnaires. Partnerships with parents are very well developed. The childminder uses a variety of methods to communicate with parents and regularly sends home information on activities that children have enjoyed doing. Parents enjoy reading the development folders and feel that these, along with the detailed feedback, keep them well informed about their children's progress. This demonstrates that the childminder and parents work effectively together to meet the needs of the individual children. The childminder has developed good links with a local training agency and has a network of other local childminders which enables her to maintain her knowledge and keep up to date with guidance.

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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. 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

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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.

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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 304839 Local authority Cheshire East Inspection number 855073 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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