Childminder in Cheshire West and Chester

Inspection date

Previous inspection date 30/10/2014 14/01/2010

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early years provision

This inspection: 2 Previous inspection: 3 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 ways to make learning fun. By incorporating children's interests into activities, learning is relevant to each child and their next steps in learning are effectively addressed. Activities are well planned and provide good levels of challenge.  The childminder builds strong relationships with the children. This supports their independence, and confidence to have a go at activities that extend their abilities.  Partnerships with parents are very strong. They are very well informed about their children's progress and make a positive contribution to assessments, which inform the planning of activities to help children's development.  The childminder demonstrates a good understanding of the safeguarding and welfare requirements, and is aware of the procedures to follow should she have concerns about the safety of a child. This ensures that children are kept safe and protected from harm.

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It is not yet outstanding because

 Partnerships with other providers children attend have not been fully strengthened to ensure information shared about children, totally supports and complements the learning that takes place in both settings.

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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 the activities and interaction between the childminder and the children.

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Inspection activities

 The inspector looked at documents relating to the requirements of the Early Years Foundation Stage provided by the childminder, including children's progress folders.

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Inspection activities

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

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Inspection activities

 The inspector looked at the childminder's self-evaluation systems and comments from parents.  The inspector held discussions with the childminder about her practice.

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Inspection activities

 The inspector looked at the areas of the premises used for childminding and sampled relevant documentation.

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Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children, in the Blacon area of Chester. The whole of the house is used for childminding. Children have access to an enclosed rear garden. The childminder is also able to provide overnight care. There are currently four children on roll, three of whom are in the early years age group. Children attend for a variety of sessions. The childminder operates all year round, from 7am to 6.30pm, Monday to Friday, except bank holidays and family holidays. The childminder attends local toddler groups on a regular basis and holds a childcare qualification at level 3.

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

 strengthen the communication links with the nursery some minded children attend, for example, by sharing further information about children's progress, to fully support and enhance the learning that takes place in both settings.

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who attend

The childminder has a good understanding of the Early Years Foundation Stage and the seven areas of learning. She plans exciting and individual daily learning opportunities, which are tailored to individual children and their different ages. The childminder's teaching has a 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 establishes children's 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 children's learning from the start. The childminder also completes a progress check for children aged between two and three years, which carefully outlines the child's development. Furthermore, the childminder tracks children's progress, in order to close any gaps in their learning should they occur. Effective monitoring of the

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who attend

educational programmes ensures that all seven areas of learning are included successfully. The childminder supports the observations she makes with photographs of the children at play. She communicates with parents daily, providing verbal feedback about their children's learning and achievements. Furthermore, parents are invited to contribute to the development records, which allow the childminder to incorporate home experiences into her planning and to celebrate home achievements.

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who attend

The childminder encourages children's language development and communication skills very well, through initiating lots of conversations with them. As they play, she describes what they are doing using a wide vocabulary to name colours and objects. Children respond really well and they talk together, further enhancing their language skills. For example, while cutting paper, the childminder describes the actions and shapes the children are making. She praises the older children and gently guides the younger children as they negotiate around the shape, helping to boost their confidence and self-esteem. The childminder has also attended sign language training to support her in early communication skills. Resources are accessible for children to make their own choices and become active learners. This supports children's independence. The childminder further promotes children's personal, social and emotional development through visits to a

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who attend

children's activity group and places of interest. For instance, they visit the local town to learn about Normans, which helps children to also gain an understanding of the history of their local environment. Children have numerous opportunities to learn about similarities and differences relating to culture and diversity. For example, the children learn about different countries by placing their flags on the world map. Furthermore, they celebrate festivals and enjoy tasting foods from around the world, such as China, India and Italy.

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who attend

Children play outdoors regularly and have opportunities to develop their physical skills. For example, they enjoy playing with the water pipes, developing their skills in pouring. The childminder continues to capture the children's imagination by supporting them to manipulate the sand, using their senses to explore and experiment different textures. They fill their pots and pans making 'pasta' dishes for the adults. As a result, children are encouraged to measure quantity. Children enjoy their time in the childminder's care, and the good range of activities offered supports them to develop the key skills needed to prepare them for their next stage of learning.

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

Children are very happy and settled in this welcoming childminding setting. The children develop very strong emotional attachments with the childminder, quickly seeking reassurance if unsure about visitors. Children are confident, self-assured and motivated. They are eager to engage with new activities and challenges as the childminder offers encouragement through meaningful praise and support. Children develop an awareness of themselves and others as the childminder engages them in activities and discussions about diversity and people around them. Children access resources, such as dolls that reflect different cultures and races, and books that show people with disabilities.

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

The childminder is a very good role model, ensuring that children are developing an understanding of respect and manners through daily routines and behaviour. She offers gentle reminders to older children, to consider and model good behaviour for younger children. Children in her care tolerate each other's differences and play well together. She praises children continually when they say 'please' and 'thank you'. The childminder recognises the importance of parental contributions to support the child's emotional well- being when settling in. She works closely with parents to effectively support individual care routines and ensure continuity. The childminder makes links with the local schools and pre-schools and information is shared for some of the children.

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

Children have plenty of opportunity to be physical and access activities to promote healthy outcomes in the outdoors. The childminder takes children to the beach, water parks and the local animal park. This provides a wide range of experiences that actively contribute to inspiring children's imagination and curiosity of the world around them. Children have access to drinking water throughout the day, and a selection of healthy foods during snack time and mealtimes, such as banana, raisins and freshly prepared spaghetti bolognaise. The childminder follows established hygiene routines and talks to children about these. For example, she talks to children about hand washing after toileting and before eating meals or snacks. Children participate in regular fire drills, which help them to understand how to keep themselves safe in an emergency. Furthermore, the childminder gives children the opportunity to assess their own risk and consider others as they skilfully use a plastic knife

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

to cut small pieces of banana up during snack time. As a result, children become responsible and capable young learners, and are developing the skills and emotional security they need to transfer to school.

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provision

The childminder has a very good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She talks confidently about what she would do if she had a concern about a child in her care, which helps ensure children are kept safe and are protected from harm. Her documentation is very well organised, easily accessible and underpins her practice well. The childminder keeps detailed files of risk assessments of the indoor and outdoor environment. Fire drills are practised regularly, especially when a new child starts in the provision. The childminder is aware of her responsibilities when administering medication and treating minor accidents. She holds a valid first-aid certificate.

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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, such as access to the outdoor area to include a decking area and canopy. The childminder creates detailed learning journey records, with an overview of children's experiences, to share with parents. 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. Partnerships with parents are very good. Parents are encouraged to provide feedback to the childminder, verbally and through questionnaires and daily diaries. This demonstrates that the childminder and parents work effectively together to meet the needs of the individual children. Parents sign permission forms, look at policies and are

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provision

issued with a wealth of documents relating to their child's learning, development and care. Parents spoken to on the day are extremely happy that their child has settled in well and feel confident they are leaving them in a safe and positive environment. The childminder supervises children very well. Visitors are checked and asked to sign in. She has also put in place a number of safety measures, for example, using stair gates, so children cannot access the kitchen or stairs without supervision.

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provision

The childminder has begun to explore her professional development opportunities, having gained a level 3 qualification, and attended various training. However, partnerships with other providers of the Early Years Foundation Stage are not yet fully established. As a result, information about children's learning and development needs is not consistently shared, which means the childminder does not have a complete picture on which to base her plans for their future learning.

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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 EY395098 Local authority Cheshire West and Chester Inspection number 879231 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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