Childminder in Stockport

Inspection report for early years provision

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Unique reference number 306707 Inspection date 12/03/2012 Inspector Mary Henderson

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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 five children aged between 11 and 23 years old in a house in Bramhall. All downstairs areas of the house are used for childminding purposes. There is a secure garden available for outdoor play. The family has no pets.

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Description of the childminding

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of six children at any one time. There are currently six children on roll within the early years age range, all of whom attend for various sessions throughout the week. The childminder supports children with special educational needs and/or disabilities and children who have English as an additional language

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Description of the childminding

The childminder receives support from the local authority. 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

The relationships between the childminder and the parents and their children ensure consistency and continuity of care and learning. All communications with other providers of the Early Years Foundation Stage are fully effective to ensure inclusion. The childminder makes good use of all available space to ensure children can easily access the excellent array of resources. Most systems to identify children's needs with regard to learning and development are in place. Also, most systems of self-evaluation are in place and effective.

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further?

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

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further?

 ensure parents are fully included in the identification of their child's starting points across all areas of their learning and development  ensure all parents are meaningfully included in the self-evaluation processes of the setting.

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the early years provision

The robust risk assessments in place identify possible risks to children in all indoor and outdoor areas and all outings involving the children. Safeguarding is a priority and the childminder has extensive knowledge of the policies and procedures. These are fully implemented at all times to ensure children's safety and well-being. All adults are suitably checked and vetted. There are good evaluation systems in place which include input from the children. However, parents are not yet fully This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 included in these processes. The systems identify areas of strength and areas for further improvement on an ongoing basis.

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the early years provision

The childminder has a strong commitment to continually improving outcomes for all children. There are good relationships between the childminder and all parents. They engage well to share important information. For example, there is daily written and verbal two-way exchanges of information to ensure each child's needs are identified and met. Parents have free access to their child's profile and all written policies and procedures, ensuring they are well informed.

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the early years provision

Relationships with other professionals and other providers of the Early Years Foundation Stage are exemplary which ensures high levels of inclusion for all children on roll. The childminder has a solid understanding and strong commitment to supporting children with special educational needs and/or disabilities and children with English as an additional language. This includes, with parental support, identifying children's individual requirements and ensuring the appropriate professional support is accessed. This further promotes inclusive practice.

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and outcomes for children

The childminder uses her underpinning knowledge gained through ongoing training and development to provide opportunities for children to be spontaneous in their learning each day. This supports their development and fully extends their skills for the future. There is a strong focus on providing the important resource of time. The childminder sits on the floor with the children, supporting them with their activities, asking open questions and encouraging them to make choices about what they want to play with from the extensive range of toys and equipment. Observations of children's learning and development are undertaken and their next steps are identified and planned for. This supports their progress towards the early learning goals. However, parents are not yet fully included in the identification of their child's initial starting points across all areas of their learning and development.

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and outcomes for children

The children observe, find out about and identify features in the place they live and the natural world. Outings around the local community have been identified as an excellent resource to extend children's current and ever changing interests. The children develop close relationships with their friends at the local toddler groups where they learn to share and turn take with the resources and equipment. They also like to visit the local park where they climb, balance and practise other physical skills on a range of large and small equipment. Children enjoy visiting the local library, choosing books to bring back to the setting for story time. On local nature walks the children notice the changing seasons and talk about growth and decay. They collect twigs and various other natural resources they find to bring back to the setting to examine more closely. Other walks take the children down to the local farm where they talk about the animals and feed the ducks.

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and outcomes for children

Children recognise the importance of keeping healthy and those things which contribute to this. In the garden children's spontaneously make choices such as This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 climbing up and over the large wooden play ship or riding their trikes. They play bat and ball games and run around in the fresh air. They also like to explore mathematical concepts as they play in the sand pit; scooping and pouring the sand and counting all the yellow spades and rakes. The children have an extensive understanding about health and hygiene through routines as they independently wash their hands and use their named towels before eating and after visiting the toilet. Children talk about the need to wash the germs off their hands. They enjoy a varied menu which includes meat, fish, vegetables and fruit with fresh water available throughout the day. The children learn about road safety and how to

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and outcomes for children

behave to keep themselves safe when walking with their peers and the childminder. They are all fully included in the evacuation procedures of the setting and are able to recall this through discussions with one another and the childminder. Children are confident, ask questions and make requests. They show high levels of feeling safe in their environment as they seek comfort or support with activities as they need it. Children smile and giggle and enjoy one another's company. Children use their imagination and enjoy their creative activities. They like to use recycled resources and make large three dimensional models big enough to sit in. The children like to paint and draw pictures which are suitably displayed for them and their parents to enjoy.

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and outcomes for children

Children understand that people have different needs, views, cultures and beliefs that need to be treated with respect. All children are fully included within the setting and non-stereotypical play is fully fostered. The children access an extensive range of resources that reflect diversity including dolls and small world people, stories and reference books. Resources also reflect positive images of disabled people. The children explore their own and other's festivals around the calendar year through food tasting and discussions, art work and exploration of interesting artefacts. 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 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 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 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 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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