Childminder in Manchester

Inspection report for early years provision

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Unique reference number EY398621 Inspection date 08/12/2010 Inspector Sue Birkenhead

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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 assesses 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 0300 123 1231, 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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T: 0300 123 1231 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 2009. She lives with her partner, two adult children and four-year-old grandson. The family live in the New Moston area of Manchester, close to shops, schools local facilities and transport links. The whole of the ground floor and the bathroom on the first floor are used for childminding purposes. There is a secure garden available for outdoor play. Family pets include a dog.

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Description of the childminding

This provision is registered by Ofsted on the Early Years Register and on both parts of the Childcare Register. The childminder is registered to care for a maximum of five children under the age of eight years at any one time. She is currently minding one child who is within the early years age group, on a full-time basis. The childminder has completed required basic childminding training.

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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

Children are cared for within a warm and caring environment where they are encouraged to have fun and excitement in their learning; consequently they are happy and secure. The childminder develops a good understanding of the learning and development requirements, which means children make good progress towards the early learning goals. Positive relationships develop with parents and the childminder clearly recognises the importance of developing links with other settings children may attend in the future. The childminder is committed to attending additional training and is always open to suggestions to improve her practices and outcomes for children. She recognises the importance of self- evaluation although steps which contribute to the evaluation of her setting are an area for future development.

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further?

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

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further?

 develop the systems in place for self-evaluation to clearly show the setting's strengths and areas for future development  improve the systems for monitoring the children's developmental progress by obtaining their developmental starting points on entry to the setting.

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the early years provision

The childminder demonstrates a positive commitment to safeguarding children. She clearly understands the signs of abuse and procedures for reporting concerns. The childminder is vigilant in her approach to children's safety. She makes them aware of the consequences of their actions and uses the necessary safety This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 equipment to effectively organise the setting. The risk assessment checklists refer to all areas of the house, many outings and are completed daily to outline how risks to children are effectively minimised. The childminder's organised approach to maintaining records ensures the needs of the children are met and systems include a comprehensive format for the recording of complaints. She has a healthy attitude to the continuous development of her service. She is responsive to advice and guidance and during discussion is able to outline her strengths and some areas for

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the early years provision

future development. However, systems for self-evaluation have not been fully implemented, which the childminder identifies as an area for future development.

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the early years provision

Positive systems for exchanging information with parents are in place. As a result, they receive written details of the childminder's effective policies and procedures, which include complaints and safeguarding. The good level of parental consent regarding specific care and activities ensures parents' wishes are respected. In addition, parents receive a daily record, which documents their child's activities and well-being. Parents have regular access to their child's developmental file, which involves them in their learning. The written reference parents provide highlights how their child has come on in 'leaps and bounds' and describes the job the childminder does as 'fantastic'. Children currently do not attend other settings. However, the childminder has a good understanding of her role in establishing links with other providers of the Early Years Foundation Stage to develop a complementary approach.

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and outcomes for children

Children are very happy and are developing their confidence, as well as positive relationships with the childminder and her family in the secure environment. The positive deployment of resources contributes to the welcoming environment enabling children to make choices in their play. As a result, they become active learners. The childminder effectively interacts during play where she supports and guides children well to challenge and extend their learning, encouraging them to have fun. Many opportunities encourage the positive development of children's communication and language skills. They regularly respond to the childminder's effective communication, are competent in signing words they learn and repeat phrases unique to the childminder. For example, 'oh my goodness' and 'wow wee' to show their excitement when they achieve something, such as using the potty. The informal and flexible approach to activity planning due to the children's young

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and outcomes for children

age promotes a good balance of adult-led and child-initiated opportunities. The children's individual development files provide an account of the good progress they make towards the early learning goals. All entries are linked to the areas of learning, next steps are clearly identified and written observations are recorded in the 'I can do' document in the main. However, children's developmental starting points are not obtained on entry to the setting to provide a base line from which to monitor their progress.

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and outcomes for children

The children take part in many worthwhile learning experiences, which contribute to the development of their future skills. They attend local groups twice a week and visit a local restaurant or cafe to promote the development of their social This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 skills. Children begin to develop their interest in books, during story times, which support the development of their language and literacy skills. They begin to show interest in making marks on paper using their fingers and paint. Opportunities for children to learn about peoples' differences include accessing play materials which promote positive images of diversity. In addition they celebrate festivals during the year, for example, they carve pumpkins and dress up in recognition of Halloween. However, the childminder recognises that the development of her knowledge regarding cultural festivals is an area for future development. Children's

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and outcomes for children

understanding of number is explored in every day experiences. They count the number of blocks they lay down on the floor to five, know that seven comes after six when asked and begin to recognise the different shapes of the blocks. Children learn about the natural world through the planting and growing experiences they have. They plant carrots, lettuce, potatoes and tomatoes, nurture them, watch them grow and later incorporate them into their snacks or meals. Many activities contribute to the development of the children's physical skills and healthy lifestyle. They go to the swimming baths with the childminder, experience walks locally as well as access the wide range of resources in the garden to explore their physical skills. They manipulate the play dough, use tools to roll it out and roll it in the palms of their hands to create a ball. They are introduced to basic technology through the interactive toys during play. They recognise that by pressing buttons

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and outcomes for children

they can create music, other sounds, flashing lights and pretend to ring their mummy on the mobile phone. Children explore their creativity through a variety of experiences which include making canvas prints in recognition of their parents' birthday. They also play imaginatively as use the stethoscope to listen to their heartbeat, mimicking the beat of their heart by saying 'bump, bump, bump'. Children burst into song spontaneously during their play and learn the song the childminder associates with tidying away.

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and outcomes for children

Children receive a varied, healthy and balanced diet, which incorporates plenty of varied fresh fruits and home-made meals. They have access to individual beakers for drinks to ensure they remain refreshed and hydrated. They begin to recognise the importance of rest on their overall well-being as they sleep after lunch. The childminder makes children aware of the hazards and consequences of their actions during discussion. Children learn about acceptable behaviour through the appropriate methods the childminder uses. For example, their behaviour and achievements are recognised through regular praise and includes the use of star and smiley face charts as rewards. As a result, they play alongside others cooperatively, learn to share resources and develop their self-esteem and confidence. The daily routine helps children to develop a good understanding of personal health and hygiene. For example, they are happy to have their hands

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and outcomes for children

cleaned before dinner and use anti-bacterial gel after using the potty. 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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Early Years Foundation Stage

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 2 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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