Childminder in Rochdale

Inspection report for early years provision

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Unique reference number EY346240 Inspection date 10/02/2011 Inspector Dianne Andrews

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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 2006. She lives with her school-age daughter in the Middleton area of Greater Manchester. The whole ground floor of the childminder's house is used for childminding, plus the nursery bedroom and bathroom on the first floor. There is a fully enclosed garden for outside play. The childminder walks or drives to local schools to take and collect children. She attends local toddler groups and she takes children to the parks, shops and for nature walks.

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Description of the childminding

The childminder is registered to care for five children aged under eight years and presently has five children on roll. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is a member of the local childminder network.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

The childminder provides highly effective care and learning opportunities, promoting very positive outcomes for children in the Early Years Foundation Stage. Children take part in an exciting and purposeful range of high quality activities that support their learning and development extremely well and take into consideration their individual needs, likes, dislikes and interests, ensuring that her practice is fully inclusive. The childminder works extremely closely with parents, consulting with them and their children regularly to enable her to assess the provision. She is fully committed to the continuous provision of a childminding service that is sensitive and responsive to the future needs of the children she cares for.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 reviewing risk assessments to ensure they cover everything with which a child may come into contact.

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the early years provision

Children's welfare is prioritised and is very well promoted because the childminder has a comprehensive understanding of her responsibilities relating to safeguarding children. She has undertaken recent training to promote her understanding of the Local Safeguarding Children Board's procedures and understands that all adults living at the premises are required to complete appropriate checks. The childminder obtains all required information about children and their families so it is clear who has legal contact and parental responsibility for each child. Children's This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 well-being is further enhanced by the childminder's excellent organisation; she provides an impressive set of policies and procedures relating to the setting that support her exceptionally good practice. These are shared with parents and reviewed regularly. She is vigilant about children's safety and has detailed risk

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the early years provision

assessments in place, however, some activities are not included in the written document to confirm the procedures in place in all areas.

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the early years provision

The childminder is highly motivated and totally committed to providing a high level of care and education to ensure the best possible outcomes for children. She has a strong commitment to her own self-development and attends training to update and develop her knowledge and expertise and to enhance her excellent practice. She implements ideas she gains through training and through liaison with other professionals within the local childminder network to offer the best opportunities for children's development in all areas. She exchanges thoughts with her childminder colleagues and develops innovative themes to introduce interesting learning opportunities for children in her care. She is proactive in sharing her excellent practice with others, as a mentor for other childminders.

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the early years provision

The childminder manages daily routines effectively to accommodate the individual needs of the children attending, recognising their need for quiet play and rest. A visual, pictorial timetable is displayed prominently in the play area, so that children can easily refer to it. The flexible planning develops through the interests and play preferences of the children and ensures that they benefit from an excellent balance of child-led and adult-initiated activities that fully sustain their interest.

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the early years provision

The welcoming, rich and varied environment plays a key role in supporting and extending children's learning. It is utilised to its full potential to provide children with choices about where and with what they wish to play. Amenities in the local area are used extensively; in particular local woodlands are accessed, not only for physical activity but to give children first hand contact with weather, seasons and the natural world. The childminder makes maximum use of all resources, providing low-level, accessible storage systems to enable children to make independent choices in all areas. She introduces resource bags to support superb activities that stimulate and challenge.

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the early years provision

Children are cared for in accordance with their parents' wishes. She takes time to accumulate information relating to children's individual needs, likes and dislikes, thus ensuring consistency and continuity between home and the minding environment. Parents receive information about their child on a daily basis and this helps to sustain excellent relationships. Children's learning journeys and detailed photographs fully support their progress and are shared regularly with parents and complement the regular, meaningful feedback discussions about children's activities, routines and achievements. Parents' views about their children and the setting are consistently encouraged and very much valued. Parents and their children complete questionnaires and provide glowing references confirming their satisfaction with the service provided. The childminder's rigorous and honest approach and her positive attitude to feedback enable her to identify changes and

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the early years provision

prioritise areas for improvement. The childminder supports children who attend other settings and uses information she gains through newsletters or her own observation of their achievements to promote continuity in their care and learning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children thrive and make excellent progress because the childminder has a comprehensive knowledge of the Early Years Foundation Stage and offers a highly stimulating environment. She uses the information gained from the observations of children's progress to ensure that activity planning is well targeted and focused to fully promote children's individual development in the six areas of learning. Children enjoy a rich variety of activities both in and out of the home.

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and outcomes for children

The superior organisation of the setting and provision of resources means that children are encouraged to explore and experiment, taking risks while being vigilantly supervised. The children have great opportunities to discover things for themselves as they use everyday household items and a range of tools in water play. They measure, pour and catch plastic ducks in nets, counting the spots on their backs and referring to the related numeral on their base. They develop their play further as they grow and water imaginary sunflowers on the drive. They relish the opportunity to dress themselves appropriately and splash in a 'puddle' they create on a large tray.

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and outcomes for children

The childminder skillfully supports children's play using effective questioning techniques to challenge their knowledge and understanding in areas such as number, colour, shape and size. They access a wide range of interesting materials to create using their own imaginations, the results are displayed for all to see to encourage children's confidence, self-esteem and sense of belonging.

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and outcomes for children

Children become confident communicators, learning to listen and speak as they interact with their peers and the childminder. They take part in experiences that engage their senses and use music, rhymes and songs to support their language development. The positive attitude of the childminder in encouraging children's enthusiasm and interests allows children to develop habits as independent and inquisitive learners. 'Forest fun' activities offer admirable opportunities to explore the natural environment, to make model boats from recycled materials and discover if they float, to paint using a mud mixture they prepare for themselves and to collect woodland materials and compare their textures.

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and outcomes for children

High priority is given to maintaining children's good health and well-being. They develop an understanding that washing their hands before handling food helps to keep them healthy. They enjoy a wholesome, nutritious and balanced diet and are supported to make healthy choices about their snacks. Photographs displayed in the area where they eat show them enjoying a wide variety of vegetables and fruit.

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and outcomes for children

Before children go outside to play they discuss potential hazards and recognise ways to keep themselves safe. They benefit from visitors to the setting to reiterate safety messages. Children discuss road safety and see posters about the 'green cross code' displayed; a local school crossing patroller offers road safety advice during a visit and engages the children in practical exercises. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children's behaviour is exemplary. They learn to take turns and begin to share as they are gently encouraged to treat one another with care and respect. Their emotional development is promoted extremely well as they develop secure, trusting relationships with the childminder. All children are highly valued as individuals and engage in a wide range of activities that help them to value diversity and understand the cultures and lifestyles of others. They take part in

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and outcomes for children

'special day' celebrations and cultural festivals from around the world, and have access to stories and non-fictional material showing how others live. Displays of creative work and artefacts for Australia Day and Chinese New Year adorn the entrance hall. Children are also helped to make a positive contribution to their own community as they take part in charitable events, such as sponsored walks, and discuss their St George's Day activities with a reporter for a local radio broadcast. 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 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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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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