Childminder in Cheshire East

Inspection date

Previous inspection date 06/10/2014 07/10/2008

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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

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This provision is good

 The quality of teaching is good because the childminder knows how to promote children's learning. As a result, children are continually challenged through interesting activities that encourage their problem solving and thinking skills.  Children's safety and well-being is given a high priority. Consequently, they are happy, settled and secure. This fosters a sense of belonging and ensures children are confident and keen learners.  The childminder strives for continual improvement of her provision through the use of a self-evaluation plan that involves the views of parents and children. This reflects the high expectations she has of the children and herself.  Partnerships with parents are strong, which benefits children as their care and learning experiences are personalised so that their individual needs are met.

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It is not yet outstanding because

 Partnership working is not yet fully extended to all local school where children attend in order to support children even further with their learning and development.

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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 activities and interactions between the children and childminder.

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Inspection activities

 The inspector spoke with the childminder during appropriate times throughout the inspection.

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Inspection activities

 The inspector held discussions with the childminder about the learning and assessment of children in the provision.

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Inspection activities

 The inspector took into consideration the views of parents from information collected by the childminder.

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Information about the setting

The childminder has been a childminder since 1997. She lives with her husband and adult child in a residential area of Macclesfield. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently seven children on roll; of whom, five are in the early years age range. Minded children have access to the playroom, dining room, kitchen, upstairs and downstairs toilets, and the rear garden. The childminder is a member of the Macclesfield Childminders' Network and is also a member of the Professional Association of Childcare and Early Years.

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

 extend partnership working even further with regard to schools where children attend, for example, by gathering information to enable appropriate activities to be provided in order to support and complement children's learning at school.

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who attend

The childminder plans and provides a wide range of activities and experiences for the children. These opportunities are based on her secure understanding of how children learn and her focused observations and assessments of each child's abilities. Planning is based upon the childminder's knowledge of the children's interests and their identified next steps in learning. For example, children's interest in collecting leaves and conkers is extended by a play dough activity. Children use their senses to explore different coloured play dough and talk about the pleasant scent each one has. The childminder encourages their physical skills as they roll the dough and press leaves into it to form imprints. Children's language and communication skills are developing well. They learn new words as they talk about the leaves, such as 'veins' because the childminder provides good commentary during activities. She asks children open-ended questions that encourage their problem solving

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who attend

and thinking skills. This means that the quality of teaching is good and children's learning is continually encouraged as the childminder makes the most of every opportunity to talk to children.

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who attend

Parents are involved as partners as the childminder gathers good information when children start the provision. She uses this to establish starting points, in order to plan for their individual needs and learning. Daily verbal feedback is provided to inform parents of daily activities and achievements. In addition, she also provides written feedback and text messages for parents who do not see the childminder on a daily basis. This allows all parents to feel involved in their child's daily learning as well as opportunities to comment in their child's daily diary. Parents are actively encouraged to take home children's learning files so that they can see development taking place and to add comments or achievements children make at home. Parent comments in the files report on how happy they are to see how well their child is progressing and how they enjoy reading about their experiences within the provision. In turn, this allows children's progress to be reviewed and any next

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who attend

steps in learning identified that they would like the childminder to work on. The childminder has everything in place to provide parents with a progress check for children between the age of two and three years. These positive partnerships help to ensure effective information sharing to ensure children's needs are continuously met.

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who attend

The indoor environment is rich in literacy and displays print so that young children can begin to recognise letters and words. Children thoroughly enjoy the freedom to select books from the shelf and have clear favourites that they ask the childminder to read. The wide range of books celebrates diversity and real situations, such as, going to hospital. Children select a book about a new baby, which allows for interesting questions the childminder links to children's own experience. She gives children time to anticipate what happens in stories and allows time for conversations about surrounding topics. The childminder meets the needs of children who attend. For example, some children choose to sit close to the childminder and listen and enjoy the physical comfort story time brings. Other children are free to explore objects near by while dipping in and out of the story at points of interest. Consequently, children's learning is encouraged by child-led

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who attend

experiences, which help to maintain children's interest during activities. All of these opportunities help to support children for their next stage in their learning, such as school. Through discussion she explains the positive relations she has with some schools, although this has not reached to all of the schools that the childminder collects from. This means partnerships with some schools are not fully embedded in order to fully complement children's learning and support them to achieve to the highest levels.

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

The childminder builds strong bonds of affection and attachments with children in her provision. She supports the transition of new children into her home by a gradual settling- in procedure. This is arranged with the parents who make regular visits to her home for stay and play sessions. Through discussion the childminder explains her priority for building up trust with children through a slow build of time spent in her home. She places a high level of importance on children being happy and gives priority to their emotional well-being. Consequently, all children settle quickly when they begin to attend her provision. Children feel secure in a familiar environment and feel a strong sense of belonging because the childminder is aware that children who are happy will enjoy the learning opportunities and flourish in their learning environment. The impact of the childminder's warm and welcoming environment means that children are motivated and

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

keen learners. Parents comment favourably about the service she provides for children. Consequently, children enjoy their time with the childminder and are emotionally secure, enabling them to confidently explore the environment. In addition, they are well prepared for the move to other settings, such as, playgroups and are confident in the company of visitors. These skills help to prepare children for the next stage in their learning. Children develop independence and self-help skills. They use the bathroom independently and show awareness for their personal care needs. Children know why it is important to wash their hands after using the toilet and before eating as they sing a song about germs. The childminder uses meal times to establish discussions about healthy eating and how children's lunches 'make them strong'. Children enjoy outdoor play, visits to toddler groups and walks to the local schools. The childminder uses these opportunities to reinforce how

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

to use equipment safely and how to keep each other safe when crossing roads and within the local community. Children begin to learn the importance of keeping safe in the event of a fire as the childminder carries out regular fire drills. Children's good behaviour demonstrates that they feel safe in the provision. This is because the childminder gives children clear guidance and helps them to understand what is expected from them.

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provision

The childminder has a secure understanding of her responsibility to ensure that all of the safeguarding and welfare requirements are in place and met. Children are safeguarded because the childminder is knowledgeable about her role and responsibility in reporting any child protection concerns. She gives priority to keeping children safe through the use of her policies and procedures. Risk assessments are used effectively to minimise hazards, both within the provision and outside during walks or trips. As a result, children are kept safe in the childminder's care at all times. The childminder is motivated and dedicated to improving in order to provide a high quality provision for children. She has attended a wide range of training, which has a positive impact on her teaching. In addition, she shares her knowledge from training with parents, to further encourage children's learning at home. The childminder has a detailed self-evaluation procedure, which includes the

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provision

views of parents and children and discusses improvements with them that she would like to make. As a result, the childminder continually strives to improve the provision in order to provide a high quality service.

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provision

Observations and tracking of children's development are carried out regularly. They are precise and focused on individual learning and development. The childminder ensures she can write down significant skills achieved wherever she may be with the children. Parents value receiving text messages when significant milestones and achievements have been made by their child. This ensures that parents are informed of children's continuing development. In addition, it demonstrates the childminder's secure understanding of the Early Years Foundation Stage and in assessing children's learning and development successfully. Parents are involved in children's learning as the childminder provides daily written information and strives to collect regular information so that she can keep up to date with children's changing interests. This helps her to continually meet children's needs.

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provision

The childminder strives to establish links with local schools so that she can share planning with teaching staff so that she can develop children's learning to the highest levels. She carries out activities, such as role play and books related to the topic of going to school. Children practice dressing themselves so that they will be able to do this independently when they move to school. As a result, children are excited and look forward to attending school and they demonstrate the skills they will need in order to be ready for the move when the time arises.

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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 304575 Local authority Cheshire East Inspection number 864794 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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