Childminder in Manchester

Inspection report for early years provision

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Unique reference number EY360380 Inspection date 13/12/2011 Inspector Julie Firth

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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 2007. She lives in the Cheetham Hill area of Manchester. The whole of the ground floor is used for childminding, which includes the lounge and the play room. There is a fully enclosed rear garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time, of whom, no more than three may be in the early years age range. There is currently one child attending who is within the Early Years Foundation Stage. The childminder also offers care to children aged over five years to eight years. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. The childminder supports children with special educational needs and/or disabilities and children who speak English as an additional language. She is a member of the National Childminding Association and is part of the Childminding Network. The childminder holds a National Vocational Qualification in childcare Level 3.

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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 are happy and are cared for in a safe, homely and inclusive environment. The childminder plans exciting activities and tracking systems are developing to indicate the good progress children make as they settle in her home. She is developing positive partnerships with parents and works well with other agencies to provide consistency of care and education.The childminder understands her strengths and is committed to regular training and improvement. However, self- evaluation is not fully effective to review and reflect on her practise.

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further?

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

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further?

 further develop self-evaluation and use effectively to monitor the provision  enhance assessment systems to clearly identify and track children's ongoing progress.

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the early years provision

The childminder ensures that the welfare of the children is fully safeguarded. She demonstrates a good knowledge of the signs and symptoms of abuse when questioned and procedures to follow, should there be concerns about a child's welfare. She records all incoming accidents and events that occur outside her care. She has undertaken Common Assessment Framework training and she informs This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Ofsted of any events that occur within her setting. Risk assessments, both indoors, outdoors and on outings, are in place and reviewed, to ensure that risks to children are minimised. The register is kept up-to-date and records children's actual times of arrival and departure.

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the early years provision

The childminder is committed and strives to improve the service she provides. A daily routine, which is shared with parents, promotes children's welfare and meets their individual needs. There are comprehensive written polices to cover all aspects of her service. The dedicated play room is inviting and stimulating and evidence of children's work and learning aids, are clearly displayed around the walls. Resources are well organised to give children opportunities to become independent and consolidate their learning. Trips to the local groups and Children's Centre gives children opportunities to mix with others and experience more resources, group activities and large equipment.

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the early years provision

An inclusive and welcoming service is provided for all children. The childminder gathers information from parents to ensure she has a good awareness of each child's starting points. Daily communication and diaries inform parents of their children's activities and children's individual files can be observed at all times. She is working very well with parents who have English as their second language and really helps them to understand the Early years Foundation Stage and overcome any barriers in their communication. She works well with Sure Start and is part of the quality childminding network. She is very aware of the importance of sharing her learning journeys and reports with the local school, to ensure continuity of care and learning.

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the early years provision

She recognises the importance of continuous improvement and has clear action plans for the future, such as, developing the assessment systems to enable her to track children's prgoress. However, systems for self-evaluation are not effective to enable her to monitor her provion across all outcomes. The childminder is very enthusiastic and strives to provide a good service.

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and outcomes for children

The childminder has very good knowledge of the learning and development requirements of the Early Years Foundation Stage. Planning is detailed and is linking to the six areas of learning. She plans for children's next steps and evidence indicates stimulating fun activities. Observations are informing short term planning. Through discussion and photographc evidence, she demonstrates how quickly children in her care and her own grandchildren, make progress. However, recording of tracking children's development is in the early stages and she is eager to further develop this system to help her identify any gaps that they may have in their learning. There is a great emphasis on settling children in, which motivates them to eagerly learn as they become familiar with their new surroundings. She encourages them to sit and concentrate, whilst playing with small world toys. Their self-help skills are promoted well and they are encouraged to choose toys to play

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and outcomes for children

with and help to put them away once finished. Children are learning about other cultures, giving them an awareness of diversity, for example, they learn about This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 different festivals and the childminder sits with the children using prompts and flash cards in English, alongside their own language.

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and outcomes for children

Children's Communication and language skills are well promoted as they listen during story time and have access to books. The childminder asks questions and interacts very well with them. They also use writing materials to make marks and have opportunities to recognise their name. Mathematical concepts are promoted throughout daily routines. For example, they count in familiar songs, problem solve when sorting and talk about sixe. Furthermore, they are fully involved in activities to help them to recognise colours, for example, painting in red paint for red nose day. They have a lot of opportunities to engage in meaningful role play and crafts. For example, children enjoy dressing up and play with the dolls and a buggy. They use a variety of textures, such as, paint, dough, glitter sand and water. Furthermore, they have fun creating a flower out of straws.

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and outcomes for children

Good thought is given to developing children's knowledge and understanding of the world. Children have access to programmable toys, games and puzzles to encourage discovery and thinking. They also take trips to the park in the community. They have access to bikes, bats and balls, to promote their physical skills in the childminders outdoor area.

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and outcomes for children

Children's health is promoted and the premises, toys and equipment are kept clean. Regular discussions take place about the importance of washing hands and they brush their teeth, taking an individual brush from the tooth bus placed in the bathroom. This helps to develop their awareness of the concepts of effective hygiene routines. Children enjoy home made foods and healthy snacks. They learn to taste different fruits that the childminder provides for them. Children have access to drinks at all times. From an early age, children learn the importance of sharing and taking turns and the childminder is a good role model to the them. This reflects on the good behaviour that they demonstrate in the setting. She encourages them to share, has consistent rules and children mix well with her own grandchildren. The frequent use of praise helps children's self-esteem, resulting in them feeling part of the family. Children learn about road safety and how to hold

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and outcomes for children

onto the buggy when crossing a busy road. Furthermore, the childminder makes them a laminated identity badge to wear when out in the community displaying her business telephone number on the reverse side, in case of an emergency. A detailed fire policy is displayed and recorded and children practise the evacuation procedure regularly. 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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