Childminder in Bury

Inspection report for early years provision

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Unique reference number 316555 Inspection date 25/11/2011 Inspector June Oliver

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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 1993. She lives with her husband in the Prestwich area of Bury. The whole of the ground floor and the upstairs bathroom are used for childminding purposes. There is a fully enclosed garden for outside play.

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Description of the childminding

The childminder is registered to care for a maximum of four children under the age of eight years, no more than three of whom can be in the early years age group. She is currently caring for five children in this age range, all of whom attend on a part-time basis. She also offers care to children over five years of age. The childminder is registered by Ofsted on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder has fish in an aquarium. She walks to take children to local pre- schools and makes use of the local park, library and children's centres. The childminder is a member of the National Childminding Association.

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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 make good progress in their learning and development because the childminder plans activities and experiences which follow their interests and individual needs. Children readily engage in child-initiated and adult-led activities, which cover all areas of learning consistently, although some aspects of planning and assessment need further development. The children are happy and settled as the childminder has formed positive relationships with them and their families. The childminder evaluates her practice and is aware of her strengths and weaknesses and is committed to providing a good provision for children. All required policies and procedures are in place and effective in practice. The childminder has established positive relationships with parents to support children's learning and development.

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further?

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

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further?

 analyse observations and highlight children's achievements or their need for further support to ensure their progress towards the early learning goals  identify children's starting points and strengthen the links between planning and assessment systems to clearly show how their individual next steps are to be planned for to maximise their learning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are safeguarded well at the setting as the childminder has a good knowledge of local policies and procedures. She has completed safeguarding training and has contact numbers available should she have a concern about a child in her care. The childminder completes risk assessments to ensure children play in a safe environment. She supervises play well and is vigilant when out and about to keep children safe. Attendance, medicine and accident records are maintained to further protect children.

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the early years provision

The childminder evaluates her practice and is aware of her strengths and weaknesses. She has identified areas for improvement which will raise outcomes for children. For example, she now takes more photographs of children engaged in activities to evidence their learning more effectively. The childminder continually looks for ways to improve activities. For example, she now provides more resources to support children's learning in diversity and differences. She meets up regularly with other childminders to share good practice.

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the early years provision

The childminder supports children's learning effectively. The setting is organised to enable children to select their own resources from the playroom. There is a wide range of appropriate resources for the children to choose from, including art and craft materials, construction, small world figures and electronic toys. This encourages them to become independent learners and to make good progress towards the early learning goals. The childminder takes children to the local parks, library and children's centre to extend learning. She adapts activities to enable all children to participate. For example, she sits close to young children to support them eating their lunch and supervises older children.

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the early years provision

The childminder forms purposeful relationships with parents. She collects written information at registration about children's medical and dietary needs to enable their individual needs to be met effectively. The childminder talks to parents about their child's day and shares their learning folder with them regularly. This ensures parents are kept informed about their children's progress and enables them to fully support their children's learning and development. She has formed supportive relationships with the pre-school she collects from and with the staff from the children's centre. This ensures that children's learning and development is further supported.

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and outcomes for children

Children are happy and settled at this setting as good relationships have been established with the responsive childminder. The children are secure in the routines and are confident to engage in the activities planned for their individual needs. They know where they can go and what they can do. For example, children get the musical instruments out to accompany the singing. This encourages children to be independent learners. Children learn to use tools and equipment This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 safely as they use spoons for their lunch and cutters with the play dough. Children learn how to keep safe when out of the setting as the childminder teaches them about road safety and ensures young children are restrained appropriately in buggies or holding hands with the childminder.

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and outcomes for children

Children's good health is effectively promoted at this setting. Children learn about healthy food choices as they choose crackers and fruit for snack. They have access to their drinks at all times. Children learn about healthy routines as they clean their hands before lunch and know about going to the toilet and washing hands. Very young children know they need to sleep to keep healthy and readily settle for naps. Children have good opportunities to develop their physical skills as they play outside daily. They play with the balls in the garden and use the park to run around and use the climbing equipment. This ensures children understand about the effect that exercise has on their bodies.

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and outcomes for children

Children are making good progress towards the early learning goals because activities are planned around their interests and individual learning objectives. However, the childminder does not always collect information about children's starting points. This means that planning may not always be fully relevant to meet children's initial learning objectives. She observes children's play and links activities to the areas of learning. These are used for assessment and to identify children's next steps. However, assessments are not always formalised so activities offered may not always cover the areas of learning consistently or children's individual learning objectives. Children are developing competent communication skills as the childminder asks relevant questions and waits for answers. For example, children talk about the rocks they have made out of play dough and what they are going to do with them. Children's listening skills are well promoted as they listen to stories

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and outcomes for children

and songs. Children have varied opportunities to develop their early writing skills as they engage in a good variety of craft activities and drawing. For example, they make trees out of crepe paper and leaves collected on a walk. Children's mathematical skills are effectively promoted as they count when they put trains on the track and use a ruler to measure the length of the play dough. Children learn about information and technology as they use electronic toys and a laptop. Children are learning how to be independent as they help tidy up the toys and help to make the drinks for snack. This ensures they are also learning good skills for the future.

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and outcomes for children

Children are well behaved in the setting as the childminder has set clear boundaries. This ensures they feel confident to explore the setting and participate in the activities offered. Children receive praise for helping in the setting and for using good manners which means they feel valued. Children choose to play alone and also to play with the other children and childminder. For example, children choose to play with the trains together and read a book on their own. Children learn about cultures and beliefs by celebrating festivals and birthdays together. For example, parents support a cultural day organised by the childminder by sharing information. Children learn about differences and diversity using a good range of resources, including dolls, books, puzzles, dressing-up clothes and small world figures. 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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