Childminder in Rochdale

Inspection report for early years provision

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Unique reference number 316073 Inspection date 30/09/2009 Inspector Susan Lyon

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Type of setting Childminder to 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 rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 08456 404040, 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.

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Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 08456 404040 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder was registered in 1999 to care for five children. She lives with her two children in Rochdale. The rooms and areas of the house used for childminding are the lounge, dining room, kitchen, upstairs bathroom, small and large front bedrooms and back garden. The family have two rabbits which are kept in the garden. There are currently three children on roll. The provision is also registered by Ofsted on the compulsory and voluntary parts of the Childcare Register. The childminder provides an out of school service from local primary schools.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

The childminder has a good understanding of the Early Years Foundation Stage framework. Children are happy, settled and have great fun at the setting. Effective observation and assessment arrangements help children make good progress. Children respond well to the childminder's enthusiasm and motivation. Children's safety and welfare is promoted well and all children are included. The childminder demonstrates strong capacity to continually improve the service provided.

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further?

To further improve the early years provision the registered person should:

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further?

 increase knowledge of child protection in order to be able to implement appropriate procedures where appropriate.

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the early years provision

Children’s safety and welfare is promoted well through detailed written risk assessments of the premises and outings. Several safety measures are in place to create a safe and secure environment, such as socket covers, cupboard locks and safety gates. Appropriate precautions are in place when on outings and children are clear and knowledgeable about how they carry out regular fire drills. This contributes greatly to their safety whilst on the premises. Space and resources are organised well to allow children to move around freely and safely. All documentation is in place to ensure the safe and efficient management of the provision. For example, a lost child policy is in place, the daily register is kept up to date and the childminder has a valid first aid certificate. Children are protected as the childminder has sufficient understanding of her role in child protection and awareness of the vetting of household members.

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the early years provision

The childminder demonstrates strong capacity to continually improve her childminding practice. For example, she constantly evaluates her practices to bring about improvements, such as organising play resources into clearly labelled This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 drawers and containers and introducing signs and words in different languages. These improvements enhance the achievement and enjoyment of children. The childminder maintains her enthusiasm and motivation to drive improvement through her enjoyment of being with children. Feedback is sought from parents through the childminder giving out questionnaires asking if they are happy with the care. The childminder has taken reasonable steps to bring about improvements to the service by completing the recommendation from the last inspection as she has increased play resources for babies in order to support their learning and

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the early years provision

development. Furthermore, the childminder attends ongoing training to increase her knowledge and skills. For example, she has attended Early Years Foundation Stage framework training, Working with families and extending childminding practice.

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the early years provision

A 'working in partnership with parents' policy is in place and recognises parents as the most important people in a child's life. Children benefit from and parents value the close working relationship particularly at times, such as introducing potty training and discussing and agreeing changes in sleep patterns together. New parents receive a wealth of information, such as policies, training certificates and the registration certificate is displayed. Relevant information recognising the uniqueness of each child is obtained from parents, such as the name the child is known by, ethnic origin, religion and consent for emergency medical treatment. Children’s individual needs are discussed with parents and recorded on contracts including health and dietary needs. The childminder has established strong links with local groups providing the Early Years Foundation Stage framework through sharing information in order to ensure progression and continuity of care and

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the early years provision

learning. The childminder, at times, works with other agencies, such as social workers by gaining knowledge of children's individual needs to promote their care and well-being.

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and outcomes for children

The childminder helps children to learn by skilfully asking them questions to make them think, such as 'what colour have you got?' Children respond well as the childminder actively encourages them to join in activities saying 'lets do some shapes.' She has good understanding of the Early Years Foundation Stage framework and provides a stimulating learning environment covering different areas of learning, such as mark making, role play, construction and stories. Children confidently use simple statements, such as 'I want to make dinosaurs'. They follow simple instructions well as the childminder says 'lets roll the play dough.' Children learn that print carries meaning as play resources are clearly labelled with words and letters. Children show curiosity as they closely observe worms and creatures in the garden. They talk about where they live and love to be outdoors looking at cows and horses in the nearby field.

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and outcomes for children

Children show care and concern for others as they hold hands and show great pride in their achievements as they shout 'look, I've made that by myself.' Children use number language as they talk about big and bigger. They use number names in sequence as they count the bricks and sing counting songs. Children run out This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 excitedly to play and move in a range of ways with control and coordination. For example, they pedal bikes, kick footballs and climb steps to the slide. They use tools for a purpose as they show control using rollers and cutters in the play dough. Children engage well in role play and imitate what adults do. For example, they say 'I'm doing the ironing.' Children use imagination in art as they create collages using glitter and pasta and paintings using hands, sponges and brushes.

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and outcomes for children

Children freely explore the environment as they easily access play resources. At times they benefit from adult-led activities, such as stories and singing. Babies and young children develop their senses through exploring treasure baskets including shells, sponges, wooden spoons and whisks. The childminder helps children make good progress towards the early learning goals through effective observation and assessment arrangements. All children are included in activities through the childminder changing or adapting the way play is provided to suit all levels of ability. Children feel a sense of belonging as they are relaxed and at ease with the childminder and they have their own colour-coded chairs. Parents are involved in children’s learning and development through daily chats and the sharing of observations through discussing a termly progress report.

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and outcomes for children

The childminder helps children to learn how to keep themselves safe through relevant discussions during play, such as 'when the ground is wet its slippy.' Children show they feel safe as they move around confidently inside and out. Children have a good understanding of road safety as they say 'red means stop' and 'we go when we see the green man'. Children benefit from fresh air and exercise every day and understand the benefits as the childminder says 'fresh air is good for you.' An exclusion policy is in place and use of paper towels help prevent the spread of infection. Appropriate action is taken when children are ill and children understand the importance of hand washing as they say 'we have germs on our hands.' Children understand how to lead healthy lifestyles through making healthy choices at snack times, such as fruit and water is freely available keeping their bodies healthy and hydrated.

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and outcomes for children

The childminder treats children with kindness and consideration, and as a result children are eager to play and join in activities. They are active and confident learners as they freely choose resources and help to tidy up. Children enjoy positive relationships with each other and the childminder as they frequently laugh and smile together and enjoy hugs and cuddles. Children respect peoples differences through the childminder talking to them about other countries and valuing different languages. Festivals from other cultures are recognised in order to promote awareness and respect for diversity. For example, the childminder explains that Eid is a special time for some people, and children made dragons and eat noodles at Chinese New Year. A good range of play resources help children become aware of the wider world, such as disabled play figures and books showing different cultures. Children cooperate well together as they show great

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and outcomes for children

pleasure in running round together in a circle. Children are actively involved in making choices and decisions as the childminder often asks them what they want to do. Children’s behaviour is managed positively through clear boundaries and explanations contributing to their confidence and self-esteem. Children are prepared for transition from the setting to school through visits and the sharing of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 information. Overall, children are making good progress towards the early learning goals and developing skills for the future. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 3 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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