Childminder in Tameside

Inspection report for early years provision

p.1

Unique reference number EY416626 Inspection date 18/04/2011 Inspector Susan Lyon

p.1

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.

p.1

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder was registered in 2010. She lives with her husband and two children in Tameside. The childminder is registered to care for five children under eight years at any one time, of whom no more than three may be in the early years age range. The rooms and areas of the house used for childminding are the lounge, dining room, kitchen, conservatory and upstairs bathroom. The provision is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. The childminder takes and collects children from local primary schools. There are no pets in the household. There are currently five children on roll, of whom three are in the early years age group.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

The children are happy and settled in the setting. The childminder has a secure understanding of the Early Years Foundation Stage Framework. Children generally make good progress in their learning. The children's safety and welfare are mainly promoted well. Children's needs are met successfully as the childminder establishes positive links with parents and shares information appropriately, which ensures continuity of care for the children. The childminder demonstrates strong capacity to evaluate her practice and continually improve the service provided.

p.4

further?

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

p.4

further?

 use the information from observations consistently to identify the next steps in children's learning in order to help them make further progress towards the early learning goals  ensure the risk assessment covers anything with which a child may come into contact, with particular regard to procedures for checking smoke alarms are in working order to minimise hazards to children.

p.4

the early years provision

Children are safeguarded well as the childminder has a good knowledge and understanding of her role in relation to child protection procedures. She is fully aware of the vetting requirements for household members and parents are well informed of the childminder's procedures. Strong emphasis is placed on keeping children safe on outings and the emergency escape plan is practised regularly with children. This contributes significantly to the children's safety while on the premises. Space and resources are organised effectively to allow all children to move around freely and safely. A good range of resources, such as books and dolls, help children become aware of the wider world. All documentation is in place This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 to ensure the safe and efficient management of the provision. Detailed written risk assessments of the premises and outings and extensive measures are in place to

p.4

the early years provision

keep children safe. However, the smoke alarm on the ground floor requires replacement batteries and is not included in the risk assessment, compromising children's safety. The childminder successfully evaluates her practice in order to bring about improvements. For example, she has recently created more space for children to play and introduced a reading corner using cushions and bean bags. The childminder is motivated and enthusiastic as she enjoys seeing the children progress. Feedback is sought from parents as she gives out questionnaires and acts on comments received in order to bring about improvements. The childminder is fully committed and has clear plans for future improvements. The childminder attends ongoing training to increase her knowledge and skills and to help her meet the diverse needs of children.

p.5

the early years provision

Children benefit greatly from the childminder working closely with parents. For example, a two-way flow of information keeps them informed of their child's care and well-being. Parents are welcomed into the setting and new children settle in at their own pace through visits. Parents are fully involved in children's learning and development through the sharing of observations. New parents receive a wealth of information, including a comprehensive range of detailed policies and sample menus. Relevant information recognising the uniqueness of each child is obtained from parents, which includes the child's religion, home language, likes, any allergies and daily routines. This information enables the childminder to provide an individualised service. The childminder has established strong links with other childminders and local nurseries delivering the Early Years Foundation Stage framework. She copies and complements themes and topics in order to promote

p.5

the early years provision

progression and continuity of care and learning. The childminder understands the benefits to children of working with other agencies by supporting the delivery of individual development plans and sharing information to help all children achieve and progress.

p.5

and outcomes for children

The childminder helps children to learn by consistently interacting with them and asking questions. She provides a colourful and welcoming environment for children. The childminder finds out what the child can do on entry to the setting and uses this information well to establish the child's stage of development. Detailed observations generally help children make good progress in their learning as the information is used to plan appropriate activities. However, the next steps in their development sometimes lack specific information to further their progress towards the early learning goals. Children make good progress in their personal, social and emotional development as the childminder treats children with kindness and, as a result, children have fun and enjoy themselves. They are active learners and are eager to play. Good opportunities to explore natural objects and textures are provided for babies. All children fully participate in activities of their choice as

p.5

and outcomes for children

the childminder changes and adapts activities to provide an inclusive service. Children's behaviour is managed positively and clear boundaries and explanations contribute to their confidence and self-esteem. Young children seek to do things This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 for themselves as they ably feed themselves with a spoon. The children's communication, language and literacy are fostered well and babies happily babble and make sounds with their voices as they play. Children frequently initiate conversation and respond well to simple instructions. Children learn that print carries meaning as posters and signs are displayed at their eye level.

p.5

and outcomes for children

Children's knowledge and understanding of the world is promoted as they love to be outdoors. They go for walks and look at the flowers. Children show interest in toys incorporating technology as they click the mouse on the laptop and press buttons to operate sound and musical toys. Children develop an understanding of numbers and problem solving as they often count objects during their daily routines. They enjoy singing action songs and finding their nose and eyes. Children move in a range of ways, such as, running, jumping, kicking footballs and climbing steps. Babies use strong purposeful movements as they pull themselves up to stand. They connect well with their immediate environment as they reach out, touch and begin to hold cups and toys. Children develop good awareness of keeping themselves safe through appropriate discussions and explanations. Children show they feel safe as they move around confidently. They benefit from

p.6

and outcomes for children

fresh air and exercise every day as they walk to and from school. This develops their physical skills and supports a healthy lifestyle. Good hygiene routines prevent the spread of infection. Children enjoy healthy snacks, such as fruit, yoghurts and breadsticks. Water is freely available throughout the day, keeping their bodies healthy and hydrated. Children gain good awareness of the cultures of others through planned themed activities. For example, they make dragons and lanterns for Chinese New Year. Children create posters and pictures depicting positive images of disability and showing different cultures and countries. This encourages discussions that help children talk about similarities and differences and the reasons for these. This promotes positive attitudes to diversity. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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

p.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

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

p.7

Stage

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

p.7

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

p.7

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

p.7

Annex B: the Childcare Register

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

p.8

Annex B: the Childcare Register

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

p.8