Childminder in Cheshire East

Inspection date

Previous inspection date 23/09/2014 Not Applicable

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder has a very good knowledge of how children play and learn. She plans a wide range of exciting and stimulating activities, which consistently help children to make good progress.  Children are safeguarded as the childminder has a clear understanding of child- protection issues and her responsibility to promote their welfare and safety.  Children quickly form strong and caring relationships with the childminder, which helps them to feel emotionally secure.  The childminder works closely with parents and keeps them well informed. This ensures there is consistency and continuity in children's learning and care.  The childminder is committed to improving her service. She effectively evaluates her practice to ensure she is continuously making improvements to the experiences available for children.

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It is not yet outstanding because

 The childminder does not always consistently make good use of daily routines and activities, to promote and extend children's already good mathematical skills and understanding.

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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 routines and activities and the interactions between the childminder and children.

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Inspection activities

 The inspector checked evidence of suitability of the childminder and household members.

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Inspection activities

 The inspector looked at the childminder's training certificates, children's assessment records, learning files and planning documentation.

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Inspection activities

 The inspector checked a range of other documentation, including the childminder's self-evaluation and safeguarding policies and procedures.  The inspector took into account the views of parents.

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Information about the setting

The childminder was registered in 2014 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 also a registered childminder, in a house in Sandbach, Cheshire. The whole of the ground floor and the rear garden are used for childminding. The childminder attends a toddler group and the sensory room at the local children's centre. She visits the shops and park on a regular basis. The childminder collects children from the local schools. She provides funded education for three- and four-year-old children. The childminder works with a co-childminder on the premises. There are currently eleven children on roll. Of these, six 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. She is a member of the Professional Association

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

 enhance children's mathematical understanding of shape, size and numbers further, for example, by counting and comparing toys and other objects during daily routines and activities

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

 embed the systems to track children's progress, so that assessments of learning continue to be sharply focused and rigorously monitored across all areas of learning.

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who attend

The childminder shows a good understanding of how to support children's learning and development through play. She and her co-childminder provide an exciting range of activities in a stimulating, well-resourced and welcoming environment, which supports children's all-round development, preparing them well for the next stage of their learning. As a result, children are becoming active and inquisitive learners who confidently move around the childminder's home, exploring and discovering things for themselves. The childminder provides children with a good balance of child-initiated and adult-led activities. She has a good awareness of the characteristics of effective learning and ensures children have good opportunities to be creative and imaginative. For example, as children make family tree pictures during a creative adult-led activity, the childminder successfully supports children's growing independence, as she encourages them to choose different

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who attend

items of decoration and where to place these. She talks to the children about different members of their family and how they should decorate each of them as they make the tree together. As a result, children develop their creative and fine motor skills, have fun and show sustained levels of engagement. Consequently, they make good progress in their learning and demonstrate the key skills they need in preparation for starting nursery or school.

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who attend

The quality of teaching is good. The childminder and her co-childminder have a good understanding of the learning and development requirements. Children are well supported in developing their communication and language skills because the childminder talks to the children all the time, asking questions, introducing new words and encouraging the children to communicate what they are doing. In addition, they look at books and share stories together. The print-rich environment also supports children's increasing literacy and language skills. For example, children help themselves to toys and resources from clearly labelled baskets that help them to understand that words and pictures have meaning. The childminder knows the children very well and has a secure understanding of children's preferences and their individual interests. She has an awareness of each child's progress and uses this to tailors activities to meet children's interests and stage of

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who attend

development, adapting her planning to meet their needs. She interacts with the children as they play and intervenes sensitively to enhance activities, in order to extend their learning at an individual level. The childminder places a high priority on taking children on various outings and trips to extend their learning. For example, she takes them on walks to the local nature reserves and encourages children to look at and listen to nature. Consequently, children are engaged and interested in what they are doing. This promotes children's physical development, as well as increasing their understanding of the natural world around them. In addition, children also learn how to care for living things, as they enjoy watching and learning about birds from their improvised bird hide inside the conservatory. Children enjoy expressing themselves through music and role-play activities, and the childminder skilfully supports their development as they pretend to make and pour

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who attend

cups of tea for the childminder and visitor. However, the childminder does not always consistently make good use of daily routines and activities to promote and extend children's good mathematical skills and understanding. For example, when children are making tea, the childminder does not introduce new words relating to capacity, such as full and empty, or count the number of cups with them.

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who attend

The childminder has developed strong partnerships with parents and holds on-going discussions with parents to include them in their children's learning. She gathers important initial information from parents about what their children are interested in and what they can do at home. The childminder completes regular observations and makes effective use of national guidance documents to help her assess individual children's progress and plan children's next steps for learning, to help them continue to make good progress in relation to their starting points. She maintains detailed learning files for each child, which include observations, assessments, children's work and photographs. These are shared with parents and the childminder actively encourages them to add their comments about their children's learning at home. She is aware of the requirement to carry out the progress check for children between the ages of two and three years. Where there are any

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who attend

concerns regarding children's development, these are identified early, so the childminder is able to consult with parents and plan for any additional support required. The childminder teaches children a range of useful skills that prepare them well for the next stage of their learning and for school. For example, as she teaches them to recognise and write numbers, letters and sounds, and develop their social skills when playing with other children at the setting. This means children continue to acquire new skills and make good progress in readiness for school.

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

Children are clearly very happy and settled, as the childminder and her co-childminder provide a warm, welcoming and friendly environment. Children's emotional well-being is fostered well, as the childminder is attentive to children's care needs and works with parents to follow their home routines where possible. Her caring approach enables children to form strong bonds and secure emotional attachments with her. She recognises when they need reassurance and comfort, and children happily approach her for cuddles and hugs when they are tired. As a result, children feel safe and secure in her care. The childminder discusses routines and children's likes and dislikes with parents when children first start and at regular intervals. This ensures she is able to meet their individual and changing needs effectively. Settling-in visits are discussed and tailored to meet the needs of new children. This helps to ensure a smooth move from home to her care and ensures

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

that children feel confident and safe in their new environment. The childminder's home is well equipped with a wide range of toys and resources that are stored at low level and easily accessible to all children to support their learning experiences. This enables children to confidently make choices in their play and seek out their favourite toys. Consequently, children demonstrate a strong sense of belonging and their independence is well promoted.

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

The childminder positively promotes children's personal, social and emotional development, as she and her co-childminder are effective role models for children. Behaviour is very good because the childminder reminds children not to climb on furniture and encourages them to work together to tidy up before lunch. Children are encouraged to share, take turns and use toys and equipment appropriately. This means they play happily together and they are learning to treat each other with respect. Children experience good opportunities to learn and develop their awareness of difference as they play with toys, which gives them positive images of race and disability, such as small- world people and books. Children receive praise and encouragement from the childminder to reinforce their positive actions, fostering children's confidence and self-esteem. This supports children's emotional well-being and results in children who are confident,

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

motivated and active learners. This is evident as they talk to visitors and engage them in their play. This prepares them well emotionally and socially for their future transitions to other settings and to school.

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

The childminder successfully promotes children's good health. She takes children out regularly into the community, to visit a wide range of interesting places, where they can be active and develop their understanding of the importance of exercise. The childminder takes good opportunity to use these experiences to introduce children to road safety, so that they begin to understand how to keep themselves safe. In addition, children have opportunities to participate in regular emergency evacuation practices in the childminder's home. The childminder is vigilant about children's safety and she supervises them well at all times. She and her co-childminder complete comprehensive risk assessments of the home, garden and any outings to make sure that children can play safely. Children enjoy fresh air and exercise, developing physical skills and confidence is promoted well as they use a range of climbing and balancing equipment in the childminder's garden. The

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

childminder teaches children the importance of good hygiene procedures. Children learn the importance of hand washing before meals and at appropriate times during the day. As children grow in independence they are encouraged to attend to their own care needs. The childminder works closely with parents to provide healthy meals and snacks. Water is available throughout the day and the childminder frequently encourages children to have a drink to quench their thirst.

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provision

Children are safe in the childminder's care as she and her co-childminder have a secure understanding of their roles and responsibility to ensure that the provision meets the safeguarding and welfare requirements. The childminder has a good understanding of the procedures to follow should she have any concerns regarding a child in her care. Appropriate checks are carried out on all adults living at the premises. The required records and documentation are in place. The childminder has a current certificate in first aid, in order for her to deal with any minor illness or injury. She maintains records of accidents, illnesses, attendance and emergency medical consent is obtained from parents. She ensures all doors are securely locked and that all visitors are signed into a visitor's book. Comprehensive risk assessments are in place, which are graded according to the level of risk and show how the childminder has identified and minimised potential hazards

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provision

to ensure children's safety. The childminder is very well organised and has a comprehensive range of policies and procedures in place, which support her good practice. These are shared with parents to ensure they are clear about how the service operates. The childminder has considered the appropriate use of mobile telephones and cameras in the setting, in order to fully protect children and included this in her safe practices. All of this demonstrates that children's safety and well-being is given a high priority by the childminder. This has a positive impact on children's safety and welfare needs. Consequently, children are kept safe from harm.

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provision

The childminder has a good knowledge of how to implement the learning and development requirements for all children. This is effectively reflected in the planning and teaching the children receive during activities and routines, to support their individual needs. The childminder monitors children's progress and has a good awareness of their individual abilities and interests. Children are making good progress overall, as the childminder links her planning with her observations and assessment to provide individual opportunities for children to learn and develop. The childminder demonstrates a genuine commitment towards providing good quality care and education for all the children. She attends relevant training when she can to make sure that she remains aware of changes in early years practice and any changing requirements. The childminder works closely with her co-childminder, sharing tasks and responsibilities throughout the day. They discuss

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provision

ideas and suggestions for development and improvement, and implement changes that lead to positive outcomes for children. The childminder assesses her own practice, identifying her strengths and areas for development through her detailed self-evaluation. This provides opportunities for her to review and evaluate her provision on a regular basis. As a result, the childminder has a good capacity for continual improvement.

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provision

The childminder works closely with parents to provide very good consistency and continuity for children's learning and care. Parents receive a good variety of communication through daily verbal exchanges, daily diaries and through the sharing of children's learning files. The childminder frequently sends pictures to the parents electronically, so that they feel involved in their child's care and can talk to their children about their day. This strong partnership contributes towards the good progress that children make. The childminder seeks parent's feedback on her practice and the learning she provides for their children. This enables her to make positive changes and to develop and improve her good practice further. For example, in response to parent feedback on children's growing enjoyment of music, the childminder has now arranged for an external visitor to provide a regular creative session for children which encompasses music, dance

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provision

and movement. Parents speak highly of the childminder. They are very appreciative of how well their children are being cared for and state that their children are eager to attend every day. The childminder is aware of how to gain additional support for children from outside agencies if the need arises, to identify children's needs further and to help them make the best possible progress. The childminder has close partnerships with other early years providers to share information in order to fully promote children's learning, development and welfare. This consistent approach helps children to make good progress in readiness for school and enables continuity of care and learning to ensure that children reach their full potential.

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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 EY475029 Local authority Cheshire East Inspection number 961544 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 11

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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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