Childminder in Oldham

Inspection report for early years provision

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Unique reference number EY398121 Inspection date 12/01/2010 Inspector Wendy Fitton

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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 and lives with her husband and two children aged five and three-years-old. The premises are situated in the Shaw area of Oldham in Lancashire; within easy reach of public transport, shops, parks, schools and community resources. The provision is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The whole of the premises is used for childminding with the exception of two bedrooms upstairs. The childminder is registered to care for a maximum of four children under eight years. There are currently three children attending and two are within the early years age range.

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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 good knowledge and understanding of the children's individual needs. She has developed effective systems for planning and observing the children's progress and development needs under the Early Years Foundation Stage. There are very effective relationships with parents to actively engage them in all aspects of the organisation and keep them up-to-date and well informed of their children's routines and learning. Policies and procedures for the safe and efficient management of the provision are in place and maintain the children's overall safety and well-being. The system for self-evaluation to identify priorities for future targets and to maintain continuous improvement continues to be developed.

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further?

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

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further?

 lead and encourage a culture of reflective practice, self-evaluation and informed discussion to identify the strengths and priorities for development that will improve the quality of the provision for all children.

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the early years provision

The children are very well protected and safeguarded, because the childminder has established effective risk assessments for the premises and for any outdoor activities. The childminder is fully aware of her role and responsibilities to protect children from any harm and follows the local safeguarding procedures. She has a written policy that includes information for parents in the event of any allegations being made against the childminder. The children are safe and feel really secure in the premises. All safety equipment is in place and children know the areas they cannot access. They are reminded not to go near the fireguard or near the front This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 door. Children practise fire evacuation procedures and follow road safety rules. The childminder plans some of her activity themes around safety to enhance children's knowledge and understanding of dangers. Children approach the childminder

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the early years provision

confidently and they are settled and leave their parents happily.

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the early years provision

The childminder shows commitment to supporting and enabling children to develop and learn and is actively using the Early Years Foundation Stage framework documents. She has completed all training in first aid, safeguarding and childminding practice and has completed training workshops for various aspects of childcare. She has updated her policies and procedures and all documentation since her registration which underpin her practice. She has made links with the local network of childminders and welcomes support from the local children's centre staff. She liaises with teachers in school and is involved with the curriculum activities to maintain continuity in children's learning. The childminder recognises some strengths and weaknesses. However, the system of self-evaluation in order to promote continuous improvement of the provision and outcomes for children and families is not fully developed.

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the early years provision

There is good engagement with parents and they are fully involved in all aspects of the childminding to reassure them and help their children to feel secure. For example, she promotes initial visits and encourages settling-in sessions. There are good levels of communication through verbal daily feedback and the use of a daily diary to share information. Parents have access to a wealth of information in the policies and from the notice board at the front door. All children and their families are welcomed and included in all aspects of the provision. The childminder is very sensitive to their individual needs and wishes. She works to fully inclusive policies and procedures. Children learn about differences as they meet with lots of people from different cultures and lifestyles. They access lots of books that show different religion together with different figures and dolls reflecting diversity. The childminder focuses her activities on different religious and cultural festivals within

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the early years provision

the calendar. Children can access all facilities and resources according to their needs and choose what they want to play with.

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and outcomes for children

Children are very happy, secure and confident as they enjoy their time in the childminder's care. She has created a very calm, welcoming, child-centred environment where children are well supported and encouraged to learn. She talks to and reassures children throughout the day and works to a flexible routine so children feel a sense of belonging and have all their welfare needs met. The childminder has a good knowledge of child development and provides a wealth of experiences and learning activities. Children participate in toddler groups, school drop offs, trips to the parks, free play and arts and crafts. The children lead their own play through free access to toys that they choose from the storage boxes and shelves together with what is set up by the childminder around the environment. The childminder initially allows the children to settle in before she starts to observe them. She gathers all important information from parents to find out children's

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and outcomes for children

needs and interests and the starting points for their learning. The childminder This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 plans to a monthly theme that is flexible to what children are interested in. She has a medium and long term plan that highlights the resources and activities she intends to provide. These are linked to the areas of learning and to the current theme. She has a weekly plan for the children who are attending on each day and this includes visits, outings, free play and crafts. The childminder takes photographs and records all significant information and then links this to early years framework to identify a future learning need as children progress towards their early learning goals.

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and outcomes for children

Children problem solve and challenge their own thinking through the provision of shape sorters, jigsaws, construction toys and interlocking shapes. They count in everyday situations. For example, when counting the cars on their way to school, learning about different shapes on the road signs and recognising colours. Children learn about the outdoor world when walking in different weathers and temperatures talking about what they see. For example, the different birds and animals and methods of transport. Children enjoy creative and imaginative activities through painting, drawing and crafts. They use their imagination with different materials and textures, using role play toys and when playing musical instruments. Children socialise with other children at toddler groups and learn to play cooperatively as they take turns and share.

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and outcomes for children

They learn about personal needs as they are encouraged to wash their hands, wipe noses and dispose of tissues correctly. Children respond to cuddles and close contact and feel secure with the childminder. They benefit from fresh air and exercise everyday as they walk to and from school. For example, they use the large play equipment and the ride-on toys at parks and toddler groups. Children have opportunities to develop their physical skills as they explore their environment and space around them; through reaching, stretching and crawling freely for the toys and equipment. Children develop their speech and language as they talk about the routines, discuss their news or special events. They name objects and repeat familiar words. Children freely access books and enjoy listening to stories. They develop their mark making skills through the provision of different media; with stampers, stencils, paints, pens and chalks. All of these activities

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and outcomes for children

support their future economic well-being.

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and outcomes for children

Children are provided with a good balanced diet and learn about being healthy and active. The childminder provides meals and snacks according to children's individual dietary requirements. Children access regular drinks throughout the day so they do not become thirsty. Children's behaviour is managed in a way that supports their understanding of what is right and wrong and in accordance with their individual ages and stages of development and understanding. The childminder reminds the children of the house rules and that they do not climb on furniture or throw toys. The childminder uses positive strategies and gives children time to calm down. Children are asked to think of the consequences of their behaviour and how it affects other children. The childminder works to her behaviour policy that highlights praising, acknowledging and valuing the children. She supports children to develop social skills and mutual respect for all.

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and outcomes for children

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 2 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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