Childminder in Warrington

Inspection date

Previous inspection date 09/01/2015 22/02/2010

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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

 Children are motivated to learn and interested in what they choose to do because the childminder successfully guides them, stimulating learning through play. This helps children develop their thinking and understanding.  Children make good progress in their learning and development, due to the childminder's secure knowledge of their individual needs and interests. She uses this to provide interesting and stimulating activities and outings, which develop children's skills and knowledge.  The childminder builds positive relationships with parents, keeping them well-informed and involved in their children's care and learning.  The safeguarding and welfare requirements are well understood by the childminder through clear policies and procedures, which are embedded into the daily routine, to ensure children are kept safe.

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It is not yet outstanding because

 Children cannot always see what toys are available in boxes, so they have fewer opportunities to make independent choices.  Children have fewer opportunities to see and understand that print conveys meaning within the playrooms.

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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 playrooms and outdoor area.

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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 undertook a joint observation with the childminder during the morning.

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Inspection activities

 The inspector looked at children's assessment records and 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 the qualifications of the childminder.

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Information about the setting

The childminder was registered in 2006 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, two adult children and one young children, in a house in Warrington, Cheshire. The whole of the ground floor is used for childminding and there is an enclosed garden for outdoor play. The childminder visits the local shops and toddler groups on a regular basis and collects children from the local schools and pre-schools. The provision operates Monday to Friday, from 6.30am until 5.30pm all year round, except bank holidays and family holidays. There are 10 children on roll of whom five are in the early years age group and attend for a variety of sessions. The family has two rabbits, two dogs, one cat and fish as pets. The childminder receives support from the local authority.

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

 strengthen existing opportunities for children to choose their resources independently, for example, by helping them to identify what is on the shelves and what toys are inside each box

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

 extend the educational programme for literacy and numeracy even further by enhancing the learning environment with different types of print, such as signs and posters, so that children can learn about words and numbers as they play and explore.

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who attend

Children make good progress because the childminder has a good understanding of how children learn and develop. Her knowledge of child development ensures that children are supported in the appropriate manner, in order to successfully be ready for school. The childminder has a good understanding of the prime and specific areas of learning, and follows children's individual interests, which promote a unique experience. For example, language and communication skills are supported as the childminder discusses animals. She uses words to describe what the children can see and asks questions to underpin their understanding of the activity. The childminder slightly adjusts her speech to support younger children's understanding, teaching them new words and language. As a result, children make good progress in their learning.

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who attend

The childminder uses observations and assessments to inform her planning. She highlights the characteristics of effective learning, by encouraging children to be actively involved and concentrate for short periods of time. For example, when a child enquires about different objects, the childminder asks questions, such as 'What's that?' and 'Can you show me?' to encourage children and confirm their understanding. Children have many opportunities to engage in free play. The childminder plans adult-led activities in order to assess children's progress and extend their learning. Taking photographs of children engaged in activities helps the childminder inform parents of their children's day. The childminder uses initial conversations with parents, at the start of the childminding contract, to find out about children's development. This helps children to become settled quickly, ready for their learning. The childminder recognises when children are not making

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who attend

good progress and works with parents to narrow any gaps in their learning. Consequently, children learn vital skills in preparation for school.

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who attend

The childminder provides a warm and welcoming environment. The children play in a well- resourced, spacious playroom where they are able to play and move about freely, promoting their physical skills and sense of exploration. The childminder routinely introduces mathematical concepts into children's play. For example, she asks them how many numbers they have and discusses their colours. However, there are fewer opportunities in the playroom for children to see print to further encourage their literacy and numeracy skills. The childminder's resources cover the seven areas of learning and are stored on shelves and in boxes. However, it is not always easy for children to see everything that is available on the shelves and in the boxes, so they have fewer opportunities to make independent choices. Children enjoy mark making and have access to a range of mark-making resources, such as, crayons, pencils and paint. They

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who attend

competently draw lines and circles and are beginning to understand that their marks have meaning. Children's imaginative skills are well supported, they enjoy domestic role play, picnics outside and playing with small world resources, such as, animals and cars. Therefore, children have lots of opportunities to test and try out different roles. There is direct access to the garden from the conservatory, and children go outdoors daily for fresh air. Children learn about the world through a good range of planned and spontaneous activities. For example, they learn about caring for living things as they explore rabbits in the garden.

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

Children's well-being is given a high priority because the childminder promotes their self- esteem. The childminder uses lots of praise and reinforcement with young children, encouraging them to learn. Children have lovely cuddles on the childminder's lap if they feel sad, upset or need reassurance. The childminder enables children to express their feelings in a safe way and supports them to understand their emotions. For example, the childminder asks children how they are feeling while looking through books together and talking about emotions. Children behave well because the childminder works hard to promote positivity and quickly negates any negative actions. As a result, children learn how to manage their emotions in preparation for school.

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

The childminder promotes a healthy lifestyle with the children. Children have opportunities to choose what they would like for meals and snacks, and fresh fruit and water are available throughout the day. The childminder encourages mealtimes to be social occasions, where children sit down together with her and are supported to learn how to feed themselves. Young children and babies are offered new opportunities to try out different flavours and textures to increase their range of foods. The childminder uses this time to praise and encourage younger children when learning how to use cutlery appropriately to become independent. The childminder works in partnership with parents and respects their wishes, following care routines that reflect children's home lives. Nappy changing time is fun. The childminder takes the time to talk to children during this care routine to promote language development. This builds on children's emotional well-being

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

and encourages them to become independent.

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

The childminder takes children to the local park. Children access large apparatus to build on their physical development. They have opportunities to kick footballs, climb on the climbing frames, walk, slide and swing, which develops their physical skills. The childminder takes children to visit the local farm to feed the animals. They learn about different types of animals and bugs in their natural habitat. The childminder gives children opportunities to take small risks when playing. This helps children to improve their understanding of safety. The childminder demonstrates how to safely cross roads and children hold on to a pushchair when out walking. The childminder makes sure children understand what procedure to follow in the event of a fire. Therefore, children are kept safe in the childminder's home as well as on visits to the local area.

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provision

The childminder demonstrates a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage and meets them securely. The childminder's policies are robust and are translated effectively into practice. The childminder ensures that all unknown visitors who come into her home are checked for identification. She has a very good understanding of the correct procedures to follow if she has concerns about the welfare of a child in her care. The childminder is aware of the procedures to notify Ofsted of any changes in circumstance and ensures that children are never left unsupervised. She completes regular risk assessments and safety checks to identify and minimise any hazards. As a result, children are kept safe from harm and play in a safe environment.

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provision

The childminder monitors children's educational programmes to ensure children make good progress. She has a good understanding of the learning and development requirements of the Early Years Foundation Stage, using effective activities and resources to meet these well. The childminder reflects on her practice. She evaluates her setting and as a result, identifies her priorities for improvement. The childminder attends training to enhance her professional development and seeks out relevant courses, which further her knowledge and understanding. Therefore, the childminder constantly builds on opportunities to improve her childminding service and learning opportunities for children.

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provision

The childminder has very positive relationships with parents and engages in daily conversations with them about their children's well-being and progress. The childminder is aware of the importance of sharing information with other providers of the Early Years Foundation Stage to fully support the children's learning. The childminder shows a clear determination and drive to further improve her setting and has successfully implemented the actions and recommendations from her last inspection. She has all the required written permissions in place to promote children's health and safety, and she understands that any persons aged over 16 living in the home, have to complete a full Disclosure and Barring Service check. She ensures that identified individual learning intentions are specific and that assessments are linked with the expectations of the early learning goals in order to fully support children's maximum progress. She plans this through a balance of indoor

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provision

and outdoor learning to meet the needs of different learning styles. She ensures through robust risk assessment that the indoor space is safe and fit for purpose. Furthermore, she attends local groups where she meets with other childminders and makes good use of the childminder network, in order to continue to make links and to share good practice. The childminder receives written feedback from parents about her service. Parents praise her for the service she offers and make positive comments, for example, parents comment: 'My children love coming to you and your family' and 'We find the new daily diaries very helpful'. The childminder is open to the views of parents and children and regularly evaluates her practice accordingly. The childminder is very conscientious and passionate about her work with children and is committed to maintaining a good quality learning environment for all.

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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 EY339459 Local authority Warrington Inspection number 873349 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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