Childminder in Stockport

Inspection report for early years provision

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Unique reference number EY431213 Inspection date 08/12/2011 Inspector Susan Heap

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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 in a ground floor flat in the Gorse Hill area of Trafford, close to shops, parks, schools and public transport links. The lounge, kitchen and bathroom are used for childminding. She has two cats.

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Description of the childminding

The childminder is registered to care for a maximum of five children under eight years at any one time, no more than three of whom may be in the early years age range. She is currently minding three children in this age group. The childminder is registered by Ofsted on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder also cares for children aged between five and eight years old. The childminder works alongside a part- time assistant.

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Description of the childminding

The childminder has an early years qualification at National Vocational Qualification 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

The childminder provides good quality early years provision. Good consideration is given to children's care, safety and learning at all times. Good systems are in place in relation to self-evaluation. She shows a strong commitment to continuous improvement through being a reflective practitioner. Children have good opportunities to enjoy a varied range of play activities which for the most part successfully promote their all-round development. Purposeful partnerships with parents and others involved in the lives of the children are developing well and ensure that everyone works together to support children.

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further?

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

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further?

 develop ways of encouraging parents to share their observations of their children's activities and interests to help inform future planning for their individual needs  develop opportunities for children to benefit from fresh air and exercise through offering challenging experiences which develop their skills of movement, control and co-ordination  develop opportunities for children to use everyday technology and use information and communication technology and programmable toys to support 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

The childminder has a secure knowledge of safeguarding procedures, which contributes towards promoting children's welfare. She has developed a wealth of written policies and procedures, which successfully underpin children's care, health and safety. All adults in the home working with children are suitably vetted. Comprehensive risk assessments of the home and outings are completed and all safety features are in place.

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the early years provision

Space, time and resources are well organised to provide a child-centred environment, which promotes children's independence. Toys, equipment and resources are of good quality, fit for purpose and suitable for the age of children attending. The childminder demonstrates a strong commitment to attending training to improve her knowledge and skills to support her own development. She supports and encourages her assistant to do the same. Although, she has been caring for children in the home for a very short period of time, the childminder is an experienced childcare professional and continually reflects on her daily practice. Through self-evaluation, she shows a strong commitment to improvement and successfully identifies and targets areas for development.

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the early years provision

The childminder provides a warm environment where all children and families feel welcome. Parents are provided with comprehensive good quality written information about the childminder's care. These help to promote good professional relationships and a shared understanding from an early stage. Each family is given a welcome prospectus containing key policies, which relate to children's safety. Detailed information is gathered during the settling-in process to ensure that all aspects of children's individual care, learning and development are fully known and understood. As a result, all children are valued as individuals and inclusion is reflected in daily practice. Parents' views are actively sought through questionnaires within the first two months of the contract to enhance the provision and improve outcomes for children. Any comments for improvement are quickly acted upon. Systems to involve parents more in their children's learning are in the

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the early years provision

early stages of development. Written comments from parents state that they are happy with the way children have settled quickly and the care shown to their children. The childminder has not yet cared for any children who have special educational needs and/or disabilities. However, she has a clear understanding of the importance of working with other professionals to provide support for such children when the need arises. The childminder cares for children who also attend other early years provisions and is developing partnership working to support children's learning.

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and outcomes for children

Children's individual routines are recognised and respected, such as times for rest or sleep. Hygiene routines are routinely followed to minimise the risk of cross- This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 infection. Children know to wash their hands before meal times and good nappy changing routines are in place. Children enjoy nutritious home-made meals, which use fresh ingredients. They relish their food and happily eat roast gammon, mashed potatoes and mixed vegetables followed by fresh fruit. Healthy eating is actively promoted through close partnership working with parents. For example, children are encouraged to try different foods in small amounts to develop their sense of taste. An innovative and healthier alternative to a chocolate Advent calendar is used effectively to promote healthy eating. Children have made a long paper chain. They unfold one chain each day to reveal an activity. Children have

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and outcomes for children

daily opportunities for fresh air and exercise, as they visit local parks or walk to and from school. However, they have limited opportunities to engage in more challenging physical exercise.

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and outcomes for children

Attention is paid to raising children's awareness of personal safety through their daily activities and routines, such as handling toys and equipment or their personal safety on their outings. The practise of regular fire drills ensures that children learn what to do in an emergency situation. Children move around safely and confidently. They make decisions and choices in their play because resources are easy accessible in low-level storage units. They enjoy looking at books, playing musical instruments or playing imaginatively with small world figures. They concentrate for long periods on a crayoning activity, developing their mark making skills. They are learning about similarities and differences as they taste food from other countries and resources include quality books, dolls and dressing-up clothes.

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and outcomes for children

The childminder has a well-developed understanding of the Early Years Foundation Stage and the children in her care. Daily routines include a balance of adult- initiated and child-led activities. Observations and assessments demonstrate the good progress that children are making, given their starting points and capabilities. Particularly in their language, number and social skills. Their individual next steps in learning are planned for and systems to monitor children's overall progress to ensure any gaps in their learning are identified are in place. She asks lots of open ended questions to encourage children to become independent thinkers and to improve their communication and language skills. For example, children predict what is going to happen next when listening to a favourite story. They use a good range of tools and equipment in their creative and imaginative play, such as, paints, crayons, recyclable materials or engage in sensory play with shaving foam

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and outcomes for children

Children share warm relationships with the childminder and her family and are well behaved. They receive clear consistent messages due to the childminder modelling positive behaviour. She speaks in a calm, clear voice to the children and always gives explanations. As a result, they learn to respect one another and learn the importance of sharing, taking turns and playing cooperatively together. They also have opportunities to play independently should they wish. Children have some opportunities to develop skills for the future and use technology, such as simple computer programs, which involve number, shape and colour recognition. 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 3 The extent to which children develop skills for the future 3

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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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