Childminder in Cheshire East

Inspection date

Previous inspection date 10/11/2014 28/04/2009

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

 Good teaching strategies are used to engage and support child with their learning and development. As a result, children are motivated to learn and demonstrate good levels of concentration.  The relationships between the children and the childminder are very strong, resulting in children who are happy, confident and settled in the childminder's care.  The childminder provides children with opportunities to develop an understanding of healthy lifestyles and how to keep themselves safe and protected from harm.  Partnerships with parents are good and ensure that children get the support they need. The childminder gathers information from parents to support the initial assessments of children's starting points.

p.1

It is not yet outstanding because

 Prompt communication and information sharing with other settings is not yet fully embedded into practice.

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 carried observations of interactions between the childminder and children during play.

p.2

Inspection activities

 The inspector checked evidence of suitability of the childminder and other household members.  The inspector looked at children's assessment records and planning documentation.

p.2

Inspection activities

 The inspector looked at documentation including a range of policies and procedures, risk assessments, the provider's self-evaluation form and improvement plan.

p.2

Information about the setting

The childminder was registered in 2005 on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her partner, child and adult child in the Tytherington area of Macclesfield, Cheshire. The childminder operates Monday to Wednesday, from 7.30am to 6pm, term time only. There are currently 10 children on roll, of whom three are in the early years age range. The whole of the downstairs of the property is used for childminding, including a downstairs toilet, and children have access to an enclosed rear garden for outdoor play. The family have a dog and a cat. Children from the local area access the provision and the childminder drops off and collects children from local schools. The childminder visits the local park and places of interest on a regular basis. The childminder is a member of Macclesfield Childminders Network and the Professional Association for Childcare and Early Years.

p.3

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

 further enhance partnership working with other settings to ensure communication and information is shared promptly particularly relating to assessments.

p.3

who attend

The childminder has a good knowledge and understanding of how children learn and develop. She uses her initial observations and information from parents to determine children's abilities and prior learning. This information is then evaluated against the expected age and stage of development to provide an accurate picture of children's starting points. This ensures that the childminder has a solid base for future planning and assessments. The childminder provides children with a range of adult-focused and child- initiated activities based around their interests, and that build on their prior knowledge and skills. As a result, the children are motivated to learn and engage in activities for extended periods of time and demonstrate good levels of concentration. Children have individual developmental journals that are used to record observations of their achievements, photographs and completed assessment records. These are supported by a

p.3

who attend

daily communication book that is shared with parents regarding children's daily achievements. This ensures that parents are kept up to date with their child's learning and development on a regular basis.

p.3

who attend

The quality of teaching is good. The childminder promotes children's learning through effective questioning, demonstrations and engaging in children's play to ensure they are offered additional support when needed. The childminder demonstrates a good understanding of when to allow children to consolidate their learning and when to offer support and guidance to extend it. For example, when children count out of sequence, the childminder encourages them to think about what numbers they have said, repeating back the numbers to them and asking the children if this is correct. Children think and then correct themselves. As a result, children are using their critical-thinking skills to support their learning. Children are provided with a variety of resources, including a range of natural resources, which are accessible, so they are able to make their own choices and become active learners.

p.3

who attend

The childminder talks to the children continually as a matter of routine. As a result, the children are making good progress with their communication and language skills. She introduces new vocabulary during play. For example, during an activity with modelling dough, the childminder encourages the children to squash and squeeze. She also introduces maths through vocabulary, such as big, little, flat and round. This helps children have the key skills they need for their next stage of learning. The childminder accesses local toddler groups and children's centre activities outside the home, to support children in their personal and social development.

p.4

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

The childminder provides children with a safe and secure environment that is welcoming and homely. She is very aware of the children's individual emotional needs, and uses this to provide children with an appropriate level of support. For example, she talks to children regularly throughout the day about their family members and things they do at home. As a result, children are happy, confident and settled in her care. The childminder encourages children to think about their own needs and supports their independence with personal hygiene routines. For example, when children comment their hands are dirty, the childminder asks them what they need to do. Young children wash their hands independently. The childminder reminds children to use soap and explains why this is needed. As a result, children are developing a good awareness of keeping themselves clean and healthy.

p.4

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

The children are extremely well-behaved and show empathy and concern for others. For example, when a child accidently kicks the childminder during playing, they immediately apologise and check that the childminder is ok. The childminder is a good role model and ensures that children are developing an understanding of respect and manners through daily routines. The childminder talks to children in a calm manner and gives them clear indications as to how they are expected to behave. For example, when a child throws a ball indoors, the childminder explains that this may break something or hurt someone and that throwing balls is an outdoor activity. As a result, children are learning about managing risks and how their actions can affect others. Children are offered a range of healthy snacks. The childminder encourages children to make informed decisions as she talks to them about what is healthy and why. This results in children developing a good

p.4

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

The childminder has a very good understanding of safeguarding procedures that are supported by a range of well-written policies, procedures and risk assessments. As a result, children are kept safe and protected from harm. The children have access the outdoor environment on a daily basis to enable children to participate in physical activities. The childminder visits the local park and an activity play centre regularly. The childminder uses activities based around children's interests to develop the children's understanding of keeping themselves safe and protected from harm. For example, when children undress the dolls the childminder talks to them about putting underwear on to cover up their private parts. She uses age-appropriate language to explain to children that specific parts of the body are private and, subsequently, this results in children developing an understanding of their bodies and what is acceptable and unacceptable behaviour.

p.4

provision

The childminder has a good understanding of her roles and responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She has a good understanding of what would alert her to any concerns about children in her care and is aware of the procedures to follow to ensure children are protected from harm. Policies and procedures are well-written and accurately reflected in practice. The childminder demonstrates a good understanding for the need to monitor children's progress regularly. She discusses the need to plan and provide any additional support that children may need in order to close gaps within their learning.

p.5

provision

The childminder ensures that her mandatory training is kept up to date, and uses additional training to support the provision when needed. She uses self-evaluation to identify her training needs and areas of weakness and then plans appropriate training around these needs. The childminder meets regularly with the local childminding network coordinator and other childminders to support her in evaluating her own practice. This enables her to identify her strength and weaknesses in order to support her improvement plan. The childminder seeks the views of parents through questionnaires and daily communication methods.

p.5

provision

Partnerships with parents are good. Parents share information regarding their children's interests and learning at home, to support the childminder in offering children activities that support their learning and development. This information is used to support the evaluation of children's starting points. The childminder explains that regular reports and assessments will be shared with parents to ensure they have a clear awareness of their children's progress. The childminder demonstrates a good understanding of the progress check for children aged between two and three years and discusses the timing with parents. The childminder demonstrates a good understanding for the need to work in partnership with other settings to support children's learning and development needs consistently. She shares some information about children's learning with other settings through a daily diary. However, initial contact with other settings is not prompt particularly

p.5

provision

with regards to assessments. Therefore children's needs are not always consistently met from the outset of their care.

p.5

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 EY304643 Local authority Cheshire East Inspection number 856566 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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