Bain, Cherry

Inspection date

Previous inspection date 17/12/2014 14/02/2011

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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 is clear about her role in safeguarding children and is aware of the action to take and who to contact should she have any concerns regarding their welfare.  The childminder promotes children's emotional well-being very well, so they have a very strong sense of belonging. As a result, children confidently explore the learning environment and enthusiastically engage with new experiences, making good progress in their learning and development.  Self-evaluation and action planning are effective as the childminder reflects on her practice to identify areas for development and improve outcomes for children.  Strong relationships with parents and good information sharing results in the childminder having a thorough understanding of children's needs.

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It is not yet outstanding because

 There is scope to work even more closely with other early years providers who share the care of minded children, to share more in-depth information about children's learning and support continuity.

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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 in the main playroom.

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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 children's assessment records, the planning documentation and a selection of policies and children's records.  The inspector took account of the provider's self-evaluation and improvement plan.

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Inspection activities

 The inspector checked evidence of the suitability and qualifications of the childminder.

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Information about the setting

The childminder was registered in 2010 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children in Guilden Sutton, Chester. The whole of the premises is used for childminding. Children have access to an enclosed rear garden. There are currently 19 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 6pm, Monday to Friday, except bank holidays and family holidays. She receives support, training and advice from the local authority. The childminder is a member of the local childminding group and occasionally works with an assistant. The childminder takes children to parks, toddler groups and places of local interest on a regular basis.

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

 strengthen the communication with other early years providers, for example, by considering other ways of encouraging and enabling them to share information about children's learning.

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who attend

The childminder has a good understanding of the Early Years Foundation Stage. She is fully aware of her role and responsibilities to meet the learning and development requirements. The quality of teaching is good and children are happy and enjoy their time at the setting. The childminder plans individual learning for each child. For example, she recognises a child's interest in small world toys and figures and makes sure there is good access to them. When children build with blocks, the childminder introduces simple mathematical concepts and they learn about quantity, height and weight. Children talk about number, shape and colour. The childminder asks open questions, which encourages children to think and explore ideas, such as 'why do you think that is?' Consequently, children begin to think for themselves and solve small problems. When children start with her, the childminder gathers information from the parents about children's needs and

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who attend

interests and what they can already do. She uses this information and plans activities that target children's next steps in learning. Therefore, children are making good progress in all areas of their development and are well prepared for school.

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who attend

Observations and assessments of children's play are accurate and show the learning journey for each child. They are used to inform teaching, as the childminder carefully considers how she can move children's learning on. Detailed tracking in individual learning journals shows children develop at a good rate and any gaps in their learning are quickly identified. The childminder provides a good balance of child-led and adult-initiated play. She intervenes at appropriate times, ensuring children are challenged and activities are purposeful. For example, the childminder recognises that children enjoy craft activities. She provides them with an array of tools to create a Christmas picture or a present for them to take home. She makes the activity challenging by asking open-ended questions. Children are developing their early literacy skills. For instance, children have opportunities to make marks with different media, such as pens and paint, or to recognise that print

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who attend

carries meaning from the boxes of resources. These are clearly labelled with words and pictures of their contents. The childminder asks children to use long tweezers to pick up sweets, so that they build skill in writing by developing a tripod grip. Consequently, their literacy skills are also developing well.

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who attend

The individual learning journals are effectively shared and discussed with parents and the childminder exchanges information with them about their children's progress. Parents are regularly informed about the activities that their children are taking part in through daily discussions and daily diaries. Furthermore, parents are encouraged to discuss activities or significant moments that have happened at home to support the childminder in meeting their child's needs. Therefore, parents have a good understanding of their children's learning and feel fully included in their development.

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

The childminder provides children with a welcoming and homely environment that is safe and secure. Individualised settling-in processes are used to support children to develop secure attachments prior to starting at the provision. As a result, children are happy and confident in the provision and demonstrate good relationships with the childminder. When children are tired, upset or need reassurance, the childminder responds appropriately with affection and comfort. She is very aware of the children's individual emotional needs and uses this to provide them with an appropriate level of support. For example, she talks to children regularly throughout the day about things, which they do at home and about their family members. The childminder is a good role model for the children. She uses and promotes good manners, which result in children developing respect for others.

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

The childminder works closely with parents to ensure behaviour management strategies are consistent in both her provision and the children's home. As a result, children are well behaved. The childminder talks to children and gives them clear indications as to how they are expected to behave. She uses good methods to support children who need reminding of these expectations. For example, when children try to stand on chairs, the childminder reminds them that this is unsafe and encourages them to focus on an activity, thereby, providing a simple distraction to help them act appropriately.

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

The childminder works closely with parents to ensure that children's care needs are well met. For example, if children have allergies, the childminder ensures that she has accurate information to support their needs and considers how she can meet these needs outside of the home environment. As a result, children are protected from potential dangers and their health and well-being are well supported. The childminder talks to the children about what foods are healthy and why. This results in children developing a good understanding of healthy lifestyles. Children participate in regular fire drills to ensure they are aware of the procedures to follow in the case of a fire. The childminder uses safety measures, such as stair gates, to ensure children are protected from harm.

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provision

The childminder understands and meets her responsibilities in relation to the safeguarding and welfare requirements of the Early Years Foundation Stage. She has completed safeguarding training and has a good knowledge of the procedures to follow if she has concerns about a child in her care. All members of the household are suitably vetted. Policies and procedures are in place and are accurately reflected in the childminder's practice. All documentation is completed to support the safe and effective running of the setting, such as daily records of children's attendance. The childminder undertakes risk assessments of play areas, equipment and outings. These are regularly reviewed and effectively reduce any hazards. Visitor identity is checked as they arrive at the setting and they are asked to sign a visitors' book. The childminder is fully trained in first aid. Therefore, she has a good understanding of the action that she needs to take in the event

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provision

of an emergency and responds appropriately to any accidents. As a result, children are kept safe and their well-being is given high priority.

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provision

The childminder has a good understanding of the learning and development requirements. She plans a range of stimulating and varied activities for children across the seven areas of learning. She creates detailed learning journey records, with an overview of children's experiences, to share with parents. The childminder tracks children's progress to ensure they make good progress in their learning. Individual learning plans are created for each child. Where there are any concerns, she sensitively raises this with parents to address any gaps in children's development. The childminder completes the progress check for children aged between two and three years. Consequently, children are well supported and make good progress towards the early learning goals.

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provision

The childminder continuously reflects on and evaluates the service, which she provides. She has created a development plan to ensure she maintains ongoing improvements that benefit children. Parents contribute to this process through the use of questionnaires, which also strengthens the good quality partnerships with parents. The childminder takes time to get to know children and their families. She keeps parents fully informed about their children's day. This is done by means of daily written and verbal communications and regular evaluations of their child's progress. The childminder demonstrates an understanding of the importance of building partnerships with other settings that children attend. However, these links are not well enough developed to ensure that children make the best possible progress. The childminder also understands the importance of working in partnership with specialised professionals if circumstances arise where children need

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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 EY412465 Local authority Cheshire West and Chester Inspection number 879749 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 19

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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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