Childminder in Cheshire West and Chester

Inspection date

Previous inspection date 19/11/2014 20/04/2009

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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

 Teaching is good and children are provided with a wide range of interesting and age- appropriate activities and experiences. As a result, they make good progress and are well prepared for their future learning and development, for example, at school.  The childminder actively seeks advice and guidance from the local authority advisor and other childcare professionals, in order to continually improve her work with children and support their welfare and development.  The childminder builds positive relationships with parents and keeps them informed and involved in their children's care and learning.  The childminder has an appropriate understanding about her role in protecting children and extends her knowledge through regular training. This allows the childminder to take appropriate action should she become concerned about a child in her care.

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It is not yet outstanding because

 Occasionally, the childminder does not give children enough time to finish activities at their own pace, so that they extend their learning to their own satisfaction.  While the progress check for children between the ages of two and three years is appropriately completed, there is room to enhance the level of detail about children's next steps in learning, so that future planning is even more sharply focused to promote children's best possible progress.

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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 spoke with the childminder at appropriate times throughout the inspection and made observations of children present.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector and childminder undertook a joint observation of an activity children were involved in.

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Inspection activities

 The inspector reviewed the evidence of the childminder's suitability, safeguarding policies and procedures and a range of other supporting documentation.

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Information about the setting

The childminder was registered in 1992 on the Early Years Register and the compulsory and voluntary part of the Childcare Register. She lives with her husband and adult son in Little Sutton, Cheshire. The whole of the ground floor and first floor bathroom of the house is used for childminding. There is a fully enclosed garden for outside play. The family has a pet dog. There are currently 11 on children on roll, five of whom are in early years age group and attend for a variety of sessions. The childminder takes children to the local toddler group that the childminder operates one morning each week. The childminder visits the shops, library and park on a regular basis. She also takes and collects children from school. The childminding provision operates from 7.30am to 6pm, Monday to Friday, except for family holidays and bank holidays. Funding for early years education is in place for three- and four-year-olds. The childminder holds a recognised

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Information about the setting

childcare qualification at level 3. She receives support from the local authority.

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

 enhance opportunities for children to extend their own learning, for example, by giving children more time to complete activities at their own pace

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

 enhance the level of detail about children's next steps in learning in the progress check for children between the ages of two and three years, so that future planning is even more sharply focused to promote the best possible progress.

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who attend

Children are actively engaged in their learning. The childminder provides them with a varied range of stimulating, challenging and age-appropriate learning experiences that are based around interesting themes. The childminder knows her minded children very well and understands what they know and what they can do. This is because she regularly and accurately assesses their learning through the observations that she makes while they play. The childminder also holds frequent discussions with their parents. She closely monitors children's progress at regular intervals and uses this information to guide and shape her planning. The progress check for children between the ages of two and three years is appropriately completed and shared with parents. However, there is room to enhance the level of detail about children's next steps in learning in this document, so that both the parents and the childminder are able to be even more sharply focused on

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who attend

children's future targets to promote the best possible progress. Parents are regularly and accurately informed of their children's learning and progress. Up-to-date information is readily exchanged with them on a daily basis. Parents have access to their child's records of assessment and future learning goals. Photographs are taken, so that they can see the range of activities and experiences their child has enjoyed. The childminder offers parents ideas of things they can do at home to support children's learning further.

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who attend

A range of activities and learning experiences, appropriate for their age and stage of learning are enjoyed by children. For example, children enjoy an activity of making rainbow fish pictures, which follows on from a story they have enjoyed earlier. They glue, cut and stick a variety of materials to their picture to create the effect they would like. They pour glitter freely onto the glue and add eyes, paper, and different colours to their pictures. Children enjoy independently selecting and reading books. This promotes their early literacy skills. They bang drums, shake rattles and enjoy fully exploring their environment, expressing themselves creatively. Older children build high towers from wooden blocks and talk with the childminder about size, numbers and shape. Children begin to form social bonds with other children at the setting. Children laugh and giggle when the childminder plays a game with them to hide objects from their view. Children

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who attend

enjoy story time with the childminder and they are thrilled when finger puppets are used to support the story, such as spiders, black sheep and Humpty Dumpty. The quality of the childminder's teaching is good because she has a secure knowledge and understanding of how children learn. Children are well supported to practise and refine a number of skills, which helps them to develop socially, physically and emotionally. For example, they meet and play with other children and adults through the playgroups and places of interest that they visit. They are beginning to learn how to use their bodies in different ways as they move confidently around the home and learn how to use a range of tools, such as, pens, pencils, scissors and glue spreaders to improve their coordination. The wide array of activities means that there is depth and breadth across the seven areas of learning. Consequently, children make good progress in their development and learning.

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who attend

Children feel secure and grow in confidence because of the warm relationships they have with the childminder. Children are becoming increasingly independent. For example, they help to tidy away toys they have been playing with. As children play, the childminder talks to them and involves them in lively conversations. The childminder models language and introduces new words. This helps to sustain children's interest and build upon their vocabulary. The childminder allows children to follow their interests and spontaneous creativity, recognising that it is the process of exploration, which best lends itself to children's learning. Many open-ended questions from the childminder and skilful reinforcement of vocabulary, encourages children to talk about what they are doing and explore their ideas. Consequently, their communication and language skills are developing well. However, on occasions, the childminder does not always give children enough time

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who attend

to finish activities at their own pace, so that they extend their learning to their own satisfaction. Nevertheless, children are making good progress towards the early learning goals and the skills they develop help them to be ready for their next stage in learning, including the move to school.

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

Children enjoy warm relationships with the childminder and display a strong sense of belonging in her home. As a result, children's emotional well-being and personal and social skills are well developed. Settling-in procedures are effective and promote a smooth transition for children from their home to the childminder's care. The childminder gathers good information from parents to ensure the individual needs of children are well met. The childminder has a very calm and consistent manner when caring for children and their behaviour is good. She talks to children constantly and uses lots of praise and encouragement. When children are upset she offers cuddles and reassurance to them to make them feel secure. This means that children develop high levels of self-esteem and feel confident in her care.

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

Children learn how to keep themselves safe and to recognise danger. For example, the childminder talks to them when they are outdoors, or on trips, about why they should be careful, to develop their understanding. The childminder is supporting children's progression well because she provides a stimulating learning environment to cater for their all round development and emotional well-being. Resources are available each day both indoors and outdoors and children make their own choices about what they want to play with. This develops their independence.

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

Activities are planned both in the home and outside for children to develop their physical skills. They visit parks and use large play equipment to further challenge their developing skills. The childminder supports them as they take risks appropriate for their ages and stages of development, so that they learn to keep themselves safe. Children develop a good understanding of hygiene routines as the childminder talks to them about the need to be clean. In preparing children for the transition to school, the childminder ensures that they are confident in being around large groups of children by attending activities where there are others present. This helps children learn about the local community, and refines and enhances their social skills. The childminder has developed good links with other early years providers in order to enhance the continuity of care and learning for children.

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provision

The childminder has a good understanding of her role and responsibility to promote the safeguarding and welfare requirements. The childminder implements her good knowledge and understanding of child protection effectively to ensure children are kept safe at all times. Appropriate records regarding minor accidents are maintained and parents are kept well informed. The childminder has an understanding of the procedures to follow in the event of any safeguarding concerns and is aware of the possible signs of children at risk. A comprehensive range of policies and procedures, which all parents are made aware of, support the safe and efficient management of the setting. As a result, parents are confident in the childminder's ability to care for their children and keep them safe.

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provision

Since the last inspection, the childminder has successfully met the recommendations that were raised. Comprehensive risk assessments have been developed, which identify and eliminate any hazards to children. For example, toys, equipment and premises are appropriate for children and regularly checked. The childminder reflects upon her practice and is able to identify her strengths and areas for development, such as the childminder successively seeks and acts upon support and advice from the local authority. Therefore, she consistently reflects upon her practice and makes changes to further support children who attend her setting.

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provision

The childminder is committed to her own continuous professional development. She completes regular training to further develop her good knowledge and understanding of child development. For example, recent training has included completing a level 3 childcare qualification and updating her first aid and food hygiene certificates. This impacts positively on the quality of care and learning that children receive. The childminder fully understands the importance of working in partnership with external agencies, such as health professionals, so that appropriate measures are taken to meet any identified needs children may have. The childminder has good knowledge and understanding of how to monitor children's learning and development. She consistently uses guidance documents to inform her assessments. This results in children's development being closely monitored to support them to make good progress in their

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provision

learning. The childminder has positive relationships with the parents of children she cares for. She communicates with parents on a daily basis and shares information about the children's day. The childminder seeks information on children's care needs during settling- in periods with parents. Through discussion, the childminder demonstrates an understanding of the importance of building partnerships and links with other settings that children attend, to support their move on to another setting and their 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 304204 Local authority Cheshire West and Chester Inspection number 871738 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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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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