Childminder in Cheshire East

Inspection date

Previous inspection date 28/11/2014 07/01/2009

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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

 The childminder's teaching is good. She uses her strong understanding of children's strengths to plan a wide range of learning activities which are challenging. As a result, children are making good progress, particularly in their mathematical and literacy skills.  The childminder forms warm, supportive relationships with children, which ensures they are happy to join in with all the activities. They are very well behaved and kind to their friends. They have access to a wide range of equipment and interesting activities, both inside and outside, which make learning fun and exciting.  The childminder is well-organised and undertakes training and research to develop her knowledge and skills. This ensures she understands the latest thinking on learning and development issues and has a good understanding of subjects such as safeguarding.  Partnerships with parents and other providers are good. Information is exchanged to

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This provision is good

ensure everyone is working together to help children make progress in their learning and development and address any areas which require additional support.

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It is not yet outstanding because

 Children are not always encouraged to develop their own ideas about how to manage problems, to maximise their ability to think critically and manage difficulties.  Children's understanding of hygiene issues is not fully developed because the childminder does not explain why they are using tissues to wipe their noses or why they wash their hands.

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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 downstairs rooms.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector undertook a joint observation with the childminder.

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Inspection activities

 The inspector looked at children's assessment records and planning documentation, and a selection of policies and children's records.

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Inspection activities

 The inspector took account of the views of parents from information included in the parent testimonials provided for the inspection.

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Inspection activities

 The inspector took account of the childminder's self-evaluation and improvement plan.

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Information about the setting

The childminder was registered in 1994 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one adult child in Cranage, just outside Holmes Chapel, Cheshire. The whole house, with the exception of one bedroom, is used for childminding and the main play areas are on the ground floor. There is an enclosed garden for outdoor activities. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. The childminder collects children from the local schools and pre-schools. There are currently five children on roll, four of whom are in the early years age group and attend for a variety of sessions. She operates all year round, from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 enhance children's abilities to understand how to manage problems, through discussion and experimentation, for example, by using questions that challenge children to think and supporting children to develop solutions for themselves

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

 develop clearer connections between hygiene practices, such as hand washing and nose blowing, and the reasons why they are important, to extend children's understanding of how to keep themselves healthy.

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who attend

The childminder's teaching is good because she has a detailed understanding of the children's current ability levels, and provides appropriate activities that challenged them to move forward in their learning. For example, children who enjoy and understand mathematical concepts are encouraged not only to recognise and name two dimensional shapes but also three dimensional shapes. They are encouraged to look carefully at the object and this encourages them to pay attention to what things actually look like. This also supports children when they start to read because they have developed some skills which can be used when looking at the shapes of letters and words. They are making good progress in other aspects of mathematical development. For example, they are identifying colours and starting to understand the concepts of patterns as they enjoy threading activities making bead strings. This also supports their coordination and

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who attend

concentration skills. Craft activities are also used to provide children with opportunities to look carefully at things. For example, they use a mirror to look at their faces, counting the number of eyes, ears and noses they have. They have opportunities to make marks that have meaning to them, as they draw a self-portrait and write their name on their creation. The childminder helps children link the marks they make to the phonic sounds contained in their name. In these ways, they are developing confidence in their ability to write. These key skills prepare them well to make the most of the learning opportunities they will have when they move on to school. The childminder generally uses questioning well to extend children's understanding, encouraging them to show what they know. However, there is scope to use questioning even more effectively to support children's ability to problem solve for themselves. For example, craft activities are not always adapted for

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who attend

older children so that they can develop and extend their own creative ideas.

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who attend

The childminder gathers information from parents about their child's abilities when they start to attend. This helps to inform her assessment of the child's starting points, and identify the next steps in their learning. The childminder ensures she gains information about things children can do at home throughout their time with her, to inform her planning of activities. She supports parents with some ideas about how they can enrich their child's learning experience at home. For example, she provides details of websites they can use to gain information about rhymes and other activities children enjoy. She is aware of the need to complete the progress check for children between the ages of two and three years. The childminder uses the same format to record children's attainment at the end of each term and sends these assessments home. This means parents and other providers caring for the children are aware of their strengths and areas for development,

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who attend

throughout the children's time with her.

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who attend

Children are making good progress, especially in their communication, literacy and mathematical skills. They are very confident and articulate. The childminder has a good understanding of how children's attitudes to learning and their age impact on the learning of others in the group. For example, she supports older children to show younger ones how to do things. Older children's self-esteem is nurtured as they show younger children how to be creative during dance and music sessions. This mentoring role, and the increased use of quiet times when stories are read and discussed, provides older children with good preparation for school as they grow in confidence about their own abilities. They use their imagination to recreate everyday situations, such as using the play kitchen and caring for dolls. They also enjoy growing plants in the garden and undertaking activities about different cultural events. Through these activities children are making good

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who attend

progress in developing a growing understanding of the world, both of nature and international cultures.

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

The childminder understands the importance of building a warm and supportive connection with the children, so they are confident to explore and fully access learning opportunities. She recognises when children are unsettled, and provides opportunities for children to think about how they are feeling, giving them opportunities to express themselves. She provides pictures which children can use to express themselves when they are unsure of how to describe how they feel. This means she has the information she needs to be able to support children and families. She uses very clear routines to ensure young children understand what is happening and that they are going to be safe. This all has a very positive effect on children's well-being and their confidence and ability to join in with activities. Attending toddler groups provides opportunities for children to meet up with larger groups and develop their social skills. Children who are ready to start school

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

are well supported by the childminder to attend school visits, and are eager and emotionally equipped to enjoy the next stage in their learning.

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

The childminder serves meals provided by parents. She arranges sessions with local dental staff, which helps children and parents understand how to keep teeth healthy. Children have regular access to the outside play space and local parks. They are, therefore, well supported to develop an understanding of the importance of a balanced diet and exercise in the fresh air. The play space inside the home promotes children's independence well. The childminder generally promotes good hygiene practices. The children start to manage their own care needs, for example, by independently selecting activities or using the toilet unaided. Children are encouraged to use wipes to keep their noses clean. They regularly wash their hands at appropriate times, although discussions do not always take place with the childminder to further promote their understanding of why this is necessary.

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

The childminder manages the children's behaviour in a very positive way, praising the children, using distraction and keeping them well-occupied. She plans activities which support children to learn to share and take turns. Children readily apologise when they realise they have been unkind to their friend, and the atmosphere is co-operative and friendly. Young children are developing a good understanding of other people's feelings and what is acceptable behaviour. Children start to understand about safety issues as they discuss what they would do if they ever got lost or why they need to be careful when they cross the road. They visit the police station and fire station to gain a better understanding of the work of people who keep us safe.

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provision

Children are safeguarded appropriately because the childminder has a good understanding of the signs that may alert her to a safeguarding concern. She has undertaken safeguarding training and fully understands the importance of her role in protecting children. The childminder understands it is necessary to keep clear records of any concerns she may have, and to quickly access help and advice should that become necessary. The childminder undertakes risk assessments for the home and outings, and ensures the building is safe before children arrive. She is aware of the supervision requirements of younger children, both when inside and on trips off site. The garden is also secure and prevents any unauthorised access to the property. This helps to ensure children are protected from harm.

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provision

The childminder is well-organised and has ensured she complies with all aspects of the Early Years Foundation Stage. She continually assesses children's progress and completes regular written assessments. The childminder is continually reflecting on her provision. She undertakes research through her membership of professional organisations and reading professional journals. This supports her ability to provide activities, which supports the learning and development of the children she cares for. She has completed a self- evaluation form and obtained information about parents' views of her service. The childminder demonstrates a strong commitment to developing her skills. She takes the initiative in sourcing relevant training, for example attending sessions on maths being everywhere and school readiness. This has a positive effect on the childminder's knowledge and children's learning.

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provision

The childminder is proactive in building good partnerships with parents. She exchanges information about the children's day with parents through discussion at the end of each day. Written policies are shared with them, which gives them a further insight into how their child's care is organised. The childminder is aware of the benefits of working with other providers where children attend more than one provision. This helps to inform the planning of appropriate activities. She has a communication book with one of the pre- schools to ensure a good two-way flow of information. She also discusses children's progress with the other settings to ensure a rounded picture of children's progress is developed by all who care for them. The childminder understands the importance of forming links with other provisions and professionals, to ensure a coordinated service for any children she cares for with special educational needs and/or disabilities. For example,

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provision

she has received advice from speech therapy staff, which has informed her work in encouraging children to talk. This ensures that no child is disadvantaged and all children have their needs met appropriately.

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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 304384 Local authority Cheshire East Inspection number 867534 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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