Childminder in Stockport

Inspection report for early years provision

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Unique reference number EY420984 Inspection date 24/08/2011 Inspector Thecla Grant

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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 2011 and lives with her husband and two children aged 11 years and five years in the Romiley area of Stockport, close to shops, parks and local transport links. The whole ground floor of the childminder's home is used for childminding, and there is an enclosed garden available for outdoor play. The childminder cares for children from Monday to Friday between the hours of 8am to 6pm.

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Description of the childminding

The childminder is registered to care for a maximum of five children under the age of eight at any one time, of whom no more than two may be in the early years age range. The childminder is currently caring for two children within this age range. She also offers care to children aged over five years to 11 years. The childminder is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder regularly attends a toddler group. She is a member of the National Childminding Association and has a National Nursery Nursing Board certificate in childcare and education (NNEB).

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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 effectively supports the children in her care so that no group or individual is disadvantaged. Planning is not recorded, but is skilfully promoted and general systems are in place to observe and assess the children's progress. Arrangements exist to promote children's welfare and robust systems are in place to safeguard the children. The childminder generally works in partnership with parents, and systems to work in partnership with others are suitably developing. The childminder's capacity to maintain continuous improvement is strong.

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further?

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

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further?

 observe children to find out about what they are interested in and what they can do  involve parents as part of the ongoing observation and assessment process to better support their children's learning.

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the early years provision

The childminder is proactive in making sure children are safeguarded and protected. She has devised a clear and concise policy for safeguarding children, which includes appropriate child agencies and a referral pathway. The childminder This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 has a sound understanding of the signs and symptoms of abuse and ensures all adults living in her home are suitable to be in contact with children. The childminder is vigilant in ensuring the children are safe and secure while in her care. She ensures the main entrance to her home is locked and that the garden is inaccessible to intruders. Fire officers have visited her premises to discuss fire prevention and install smoke alarms. As a result, all fire equipment is in place and emergency practices are conducted on a regular basis. Risk assessments are used as working documents to minimise risks, which include the action to be taken and

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the early years provision

The childminder is motivated to seek further improvement, and has devised systems to monitor her provision. As a result, she has accurately identified her own strengths and weakness. For example, she has identified the provision of toys and equipment to positively reflect diversity, further professional training and a questionnaire for parents as areas for improvement. Parents have some involvement in their children's learning, but are not involved in their children's ongoing observation and assessment process.

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the early years provision

The childminder provides a welcoming environment with enough space for the children to move around and access the resources available them. She is committed to developing her knowledge and has attended a paediatric first aid training course to improve the welfare of the children. Systems in place to promote diversity are suitable and generally implemented through the provision of resources and activities. The childminder communicates with other professionals, such as development workers, and has made links with the local toddler group and library, which she uses for support and to extend children's learning.

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and outcomes for children

The childminder effectively supports children's learning by providing an enjoyable learning environment for them to make steady progress across the areas of learning. Children make continuous progress in their knowledge and understanding of the world through activities, such as the lifecycle of a butterfly. Children also visit different places of interest. For example, they visited a farm where they fed and cared for the animals. Although children enjoy playing with mechanical toys, pressing buttons and listening to the songs, these are not always available to them. Children's communication and language skills are extended at story time. During this session, the children enjoy listening to stories and commenting on the illustrations. Older children learn new vocabulary, such as, 'smooth' and 'magnifying glass' as they look at the shells brought back from the childminder's holidays. During the morning, they enjoy using different colour paints to draw their

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and outcomes for children

family, and are able to name colours. During pretend play, the older children placed child-size chairs for the passengers behind an engine made with recycled boxes. They decided that they are going to Cornwall and used old train tickets as a pass to get on board. As a result, children are active, inquisitive and independent learners.

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and outcomes for children

Children have a strong sense of belonging. They are well behaved and have a This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 good relationship with the childminder, which adds to their confidence and self- esteem. Younger children enjoy playing in the sand. They learn to dig the sand and put it into the buckets. They also enjoy building with the bricks and happily build over the tower. Children's understanding of diversity is promoted through visits to the library, where they learn about differences, and through books. At the childminder's home, they access toys, such as dolls, that positively reflect different ethnic groups. Children are developing their skills for the future. For example, they are able to count each shell that they take out of the bucket up to ten. Activities are planned for children to enjoy outdoor play. Children enjoy playing in the tent in the garden. They access the slide and are supported to access the activity

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and outcomes for children

apparatus. They also have a good range of wheeled toys to use. During visits to the park, the younger children learn to play football.

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and outcomes for children

Older children have a good awareness of personal hygiene routines and understand the importance of this. They also demonstrate a clear understanding of how to stay safe. For example, they competently explain the emergency procedures and what they have to do. Children have a good time at the childminder's home and are interested in the activities provided for them through the use of themes and topics. Although the childminder does not use the children's individual interests when planning activities, she successfully plans for the next steps in the children's learning and development. 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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