Childminder in Oldham

Inspection report for early years provision

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Unique reference number EY265239 Inspection date 21/06/2012 Inspector Cathleen Howarth

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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 registered in 2003. She lives with her child aged 13 years in Limeside, Oldham. The whole ground floor of the home is used for childminding, along with bathroom facilities on the first floor. The enclosed front and back gardens are available for outside play. The childminder is able to take and collect children from local schools and pre-schools. The family has a pet lizard.

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Description of the childminding

The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register to care for a maximum of six children under eight years at any one time, three of whom may be in the early years age range. Currently there is one child on roll in this age group.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

The childminder has set very high standards which reflect in her high aspirations for the children. Inclusive practice is firmly embedded in all aspects of the provision and children's individual needs are impressively met in partnership with parents. A distinct feature is the childminder's professional approach to supporting children to make excellent progress towards the early learning goals. Highly effective steps are taken to evaluate the provision, in partnership with others, and plans for the future are well targeted to bring about sustained improvement and outcomes for children.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 continuing to use self-evaluation systems to identify and prioritise aspects of the provision to be developed.

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the early years provision

The childminder's comprehensive awareness of safeguarding issues is exemplary and she fully understands her role in child protection and the procedures to follow should a concern arise. Risk assessments are meticulously maintained and they are highly effective at minimising potential risks to children at the setting and on outings. The childminder is highly motivated and attends regular training events to keep up to date with developments, such as the revised Early Years Foundation Stage Framework. She regularly attends a support group for childminder's in the local community, where best practice is promoted. The childminder successfully transfers what she has learned into exceptionally good outcomes in childcare and education. This is reflected in the imaginative layout of the setting, which clearly This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 enhances children's experiences. For example, there is an all-weather outside play

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the early years provision

area in the back garden. Children benefit from the continuous provision, which promotes free-flow inside to outside play extremely well, and the childminder provides protective clothing for outside play when required. She takes well- considered steps to ensure resources and the environment are fully sustainable. For example, save empty cereal packets, egg boxes and yoghurt pots to use again for model making. Impressive outcomes for children are clearly attributed to the excellent use of high quality furniture, equipment and resources, both indoors and outdoors.

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the early years provision

The childminder places the promotion of equality of opportunity at the heart of all her work and children are fully included and involved. She has exceptionally good knowledge of each child's backgrounds and needs. Children are beginning to learn about people's differences in the wider community through activities that promote gender, disability, ethnicity and culture in non-stereotypical ways. These include role play, food tasting, music and movement. The childminder is extremely good at narrowing any achievement gaps because she methodically tracks and assesses children's progress with parents in all areas of learning. She has set high standards and has high expectations, which are embedded across all areas of practice. As a result, outcomes in children's achievement and well-being are exceptionally high.

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the early years provision

Self-evaluation includes rigorous monitoring at all levels and searching analysis of what the childminder does well and what she needs to improve. As a result, actions taken are well targeted and bring about sustained improvement. For example, she has obtained an exceptionally wide range of toys, books, materials and equipment which support children's development across all areas of learning. Toy boxes and containers are attractively labelled with pictures and words for children to self-select.

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the early years provision

Relationships with parents are exemplary. They commend the childminder for the way in which she continuously delivers an exceptionally good service, and they are meaningfully involved in decision making on key matters affecting their children and the setting. The effectiveness of working in partnership with others is excellent, including systems that are in place to provide for children with special educational needs and/or disabilities. For example, relevant information is routinely obtained at registration so that the childminder can liaise with other agencies to ensure children are fully included and take part at a level appropriate to their needs. The childminder has exceptionally strong links with local schools to promote a cohesive approach to delivering the Early Years Foundation Stage Framework.

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and outcomes for children

The childminder's knowledge and understanding of the learning and development requirements of the Early Years Foundation Stage is excellent. At registration, parents help to complete the 'all about me' document. Highly effective systems are in place, such as written assessments and tracking which show children's individual progress in relation to their starting points and capabilities. The childminder routinely collates pictorial examples in children's Learning Journeys of what they This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 have achieved, linking their progress to the information in the Practice Guidance for the Early Years Foundation Stage. Parents are encouraged to contribute to these, and together they successfully promote children's continuing learning and development.

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and outcomes for children

The childminder's questioning methods consistently challenge and support children to achieve as much as they can. For example a child wants her to complete a task they are finding difficult. The childminder, fully aware of the child's capabilities, sensitively encourages them to complete it themselves. She consistently and effectively scaffolds children's learning in all areas, which means she always encourages children to use what they know and to learn more. Overall, teaching methods are highly effective and, when required, the childminder is able to maintain children's attention for sustained periods. When she sees difficulties emerging, she diverts them into positive action. For example, fussy eaters are encouraged to try food, which is served in child-sized portions and in an appetising way.

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and outcomes for children

All children show a strong sense of security and feel safe within the setting. They demonstrate a real understanding of what standards of behaviour are expected and apply these in order to keep themselves and others safe. The childminder knows that the very young respond to what they see, hear, smell, touch and feel, and therefore she ensures relevant resources are always within easy reach on the floor and that sensory experiences vary. Children's understanding of the importance of following good personal hygiene routines is excellent. Healthy eating is promoted exceptionally well and children make healthy choices. They enjoy home-made cottage pie for lunch followed by fresh strawberries and grapes. Older children are keen to help feed the very young. They are well supervised when they do this and they know to wash their hands before doing so. There are innovative opportunities for children to engage in a wide range of physical activities, both

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and outcomes for children

indoors and outdoors, and this includes learning how to swim.

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and outcomes for children

Children are highly valued and treated with equal concern. They work exceptionally well on their own and with others, and they engage in meaningful activities that help them to value diversity. Children learn about different cultures, languages and religions through the use of multi-faith books, musical instruments, art and crafts. Resources are used consistently well and children play with small world people and organise communities to positively promote people's differences, such as disability and ethnicity. Children's development in communication, numeracy and literacy, in addition to the use of information and communication technology, is exceptionally good. They confidently use the touch screen on the tablet computer to scroll up and down to find different pictures. Phonic activity centres also help to develop hand-eye coordination; learning about cause and effect and effectively reinforcing number, colour, shape, letter and sound recognition. Children are inquisitive

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and outcomes for children

learners and they have great fun filling containers and stacking bricks as high as they can in order to knock them down and start again. They enjoy finger painting and feeling different textures and they are learning how to mix colours and make hand prints.

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and outcomes for children

Children like to show their parents what they have achieved and their artwork is thoughtfully displayed in the conservatory. They look forward to day trips, such as This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 to theme parks and zoos, which are meaningfully linked to activities at the setting. A favourite is an outing to a community farm, where children ride donkeys and small tractors, learn about different habitats and how to feed the rabbits, lambs, and goats. These highly effective measures provide firm foundations for children to develop knowledge and skills that are required for later life. 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 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 1

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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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