Childminder in Warrington

Inspection date

Previous inspection date 15/01/2015 20/07/2010

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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

 The childminder provides a stimulating environment, which helps children to learn through play and real experiences. She has a good understanding of how children learn and provides a broad and balanced range of appropriate, age-related activities to ensure that they make good progress.  The quality of teaching is good. The childminder is skilful in supporting children in their communication and language development. She has developed good systems to observe and assess children's development across the seven areas of learning and clearly identifies their next steps in their learning. Consequently, children make very good progress in their learning.  The childminder works very well with parents and other professionals to meet children's individual needs and supports continuity of their care.  Safeguarding and welfare requirements are effectively promoted by the childminder. She has a good knowledge and understanding of how to protect children and keep

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It is not yet outstanding because

 Children cannot always see what toys are available in baskets, so they have fewer opportunities to make independent choices.  Opportunities for children to consolidate their independence skills are not always available at lunchtime.

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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, the planning documentation, 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 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two 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. She collects children from the local schools and pre-schools. The provision operates Monday to Thursday, from 8am until 6pm all year round, except bank holidays and family holidays. There are 11 children on roll, of whom three are in the early years age group and attend for a variety of sessions. The family has two cats as pets. The childminder supports children who speak English as an additional language. The childminder is a member of the Professional Association for Childcare and Early Years and 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 make more choices from the full range of available toys and resources, for example, by making use of photographs and written labels on the resource baskets

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

 enhance opportunities for children to consolidate their independence skills by, for example, encouraging them to set their own table during lunchtime.

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who attend

The childminder has a good knowledge of the learning and development requirements of the Early Years Foundation Stage and uses this to monitor children's progress. She completes regular observations and assessments of children's development and clearly identifies their next steps in learning. The childminder completes a progress check for children aged between two and three years. She understands the importance of sharing this assessment with parents and other professionals, such as health visitors. Consequently, children are well supported in their learning and development. Children who speak English as an additional language, are well supported. For example, the childminder uses some words in their home language in routine activities to promote communication and understanding. As a result, all children feel valued. Communication and language skills are supported further as the childminder demonstrates how to make bird food. She uses

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who attend

words, which describe what the children can see and asks questions to reinforce their understanding of the activity. The childminder slightly amends her speech to allow all children to fully take part, teaching them new words and language. She supports children's communication and language development in a variety of ways. For example, children recognise pictures of different trains and they are encouraged to name them and sound out new words to help develop their early language skills. The childminder models new words to children and maintains eye contact, so that they are focused on what she is saying. She encourages all children to listen to one another and respect each other's views, as a result they become confident communicators. Children enquire about the cereal breaking when making their bird food. The childminder seizes opportunities to embark on discussions with children about these occurrences. As a result, children make

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who attend

Teaching is good as the childminder provides a rich learning environment that allows children to access a wide range of toys, resources and activities. Baskets of toys are stored at a low level. However, not all the baskets are labelled to enable children to see what is inside and make informed choices in what they play with. The childminder fully considers children's interests, preferences and learning needs when planning activities and organising resources. She carefully plans the areas children use, to provide a rich environment for learning. There is direct access to the garden from the playroom and children go outdoors daily for fresh air. The garden is equipped with resources, which allow children to play freely and explore in the soil. This promotes children's physical skills and their understanding of the world. Children's literacy development is fostered through a love of books and various resources, to encourage their early reading skills. Children learn

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who attend

about different cultural festivals and the childminder provides them with good resources to explore diversity. The childminder supports children's mathematical development through everyday activities. For example, she encourages children to count out the number of cloths, which they have in their stepping stone activity. She asks children how many pieces of pineapple they have on their plate and encourages counting in everyday routines. As a result, children make good progress in their learning. They are confidently acquiring the necessary skills and attitudes to prepare them for their future learning.

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

The childminder helps children to feel secure in her home. Settling-in arrangements are very much tailored to individual children and the requirements of the family. This helps children to form secure attachments with the childminder and fosters their emotional well- being. Consequently, children settle well. Comprehensive information is gathered from parents from the start of the contract. This helps to ensure a happy, smooth move between home and the childminder's care.

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

The childminder teaches children about acceptable behaviour, using a positive and consistent approach, which takes into account their understanding and stage of development. She is a good role model for children, treating them with respect and supporting them in learning how to share and take turns. She places a strong emphasis on children learning to play alongside other children safely. The childminder gives them lots of praise and encouragement, which builds their self-esteem and confidence and prepares them well emotionally for the move to nursery and school when the time comes. Children learn how to keep themselves safe and to recognise danger. For example, the childminder closely supervises them and teaches them how to sit correctly on the chair. The childminder encourages children to explore safely, providing consistent guidance. As a result, children have a good understanding of how to keep themselves safe.

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

Many opportunities are provided for children to benefit from physical exercise. Children play in the garden and go to the local park. They access large apparatus to build on their physical development. Children have opportunities to climb on the climbing frames, walk, slide and swing, which develops their physical skills. The childminder has achieved a five star food hygiene rating from the local authority environmental health department and helps the children to understand the importance of a healthy diet by providing them with healthy snacks and meals. She consults them about what they would like to eat and how they would like it prepared. For example, she asks children whether they would like cheese and ham and supports them to cut up the food, which they request. She gives advice about healthy choices as they discuss the different foods and fruits. Children are actively supported to feed themselves independently and to use cutlery safely. However,

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

she does not always extend children's experiences to increase their independence by teaching them to set their own table for lunch. This means that some opportunities to promote children's self-help skills are missed. Children thrive on the opportunities, which they have to explore and learn about their environment and their own bodies. As a result, care practices are good and the childminder successfully promotes children's welfare and emotional well-being. The childminder successfully supports children's move to other settings. She prepares children for when they start pre-school by developing their skills in dressing and undressing themselves and encourages them to be independent when they use the toilet. The childminder has a clear understanding of her responsibility to work in partnership with other childcare providers and professionals to enhance children's learning opportunities. She effectively shares information, which enables her to complement

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

children's learning by providing activities along a similar line when they are with her. This results in continuity in children's learning and development.

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provision

The childminder effectively promotes children's safety and well-being. She ensures that her home is safe and secure by carrying out daily checks and ensures that all unknown visitors who come into her home are checked for identification. The childminder has a very good knowledge and understanding of how to effectively safeguard children. She is aware of the correct procedures to follow if she has concerns about the welfare of a child in her care. The childminder ensures that she has a current first-aid certificate and public liability insurance to make sure children's safety and welfare are supported. She understands that any persons aged over 16 years living in the home, have to be appropriately checked by completing a full Disclosure and Barring Service check. The childminder is aware of the procedures to notify Ofsted of any changes in circumstance and ensures that children are never left unsupervised. The childminder has a good understanding of the safeguarding

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provision

and welfare requirements of the Early Years Foundation Stage. As a result, children are kept safe from harm and are play in a safe environment.

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provision

The childminder reflects on her practice and she has successfully addressed the recommendations from her previous inspection. She obtains children's initial starting points on entry and uses this information well to carry out regular observations. She analyses these to identify and plan for individual children's next steps across the areas of learning. The childminder successfully makes links with all providers of the Early Years Foundation Stage, to ensure continuity and consistency of learning needs for all children who attend other settings. As a result, children are fully supported. She evaluates her setting, as a result she identifies her priorities for improvement and ensures that these benefit the children who attend. She has a full robust system for risk assessment to ensure children are kept safe. The childminder attends training to enhance her professional development and seeks out relevant courses, which further her knowledge

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provision

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 receives written feedback from parents about her service. Parents praise her for the progress their children have made. They highlight the professionalism of the childminder and positive feedback is given, such as 'My child is making great progress', 'The activities are always varied and really develop my children' and 'We see she places the safety of the children as her top priority'. The childminder ensures that parents and other professionals are kept well informed of the children's progress by sharing learning journey records and discussing their progress. She attends local groups where she meets with other childminders, in order

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provision

to continue making links and to share good practice. She is aware of how to access additional support from wider professionals if this would provide children with further support. Consequently, children's learning and development are promoted well.

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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 EY344086 Local authority Warrington Inspection number 863033 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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