Childminder in Tameside

Inspection report for early years provision

p.1

Unique reference number EY249212 Inspection date 24/05/2012 Inspector Susan Heap

p.1

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.

p.1

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder was registered in 2003. She lives with her husband and child aged 15 in the Audenshaw area of Tameside, close to shops, parks, schools and public transport links. The whole of the ground floor and bathroom on the first floor are used for childminding. The rear yard is used for outdoor play. There are steps to the front and rear of the property. The family has a small dog.

p.4

Description of the childminding

The childminder is registered to care for a maximum of six 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. She 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 five to 11 years.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

p.4

The overall effectiveness of the early years provision

Children's care, learning and play are promoted satisfactorily through the childminder's sound knowledge of each child's individual needs and interests. Most aspects of partnership working with parents and other professionals are established and information is shared appropriately, which ensures continuity of care for the children. Most aspects of the documentation to promote children's care, safety and learning are in place, although these sometimes lack organisation or the correct detail. The childminder is beginning to reflect on and evaluate her practice in order to maintain continuous improvement.

p.4

further?

To meet the specific requirements of the EYFS, the registered person must:

p.4

further?

 maintain an accurate record of children's hours of attendance (Documentation) (also applies to both parts of the Childcare Register). 07/06/2012

p.4

further?

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

p.4

further?

 record details of the regular evacuation drills in a fire log book, including any problems encountered and how they were resolved  implement a system to monitor children's progress towards the early learning goals to ensure that any gaps in their learning are identified and met  develop systems to involve parents and allow them to share their observations of their children's activities and interests to help inform future planning for their individual needs. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.4

the early years provision

Children are protected from harm because the childminder demonstrates a sound knowledge and understanding of the safeguarding procedures to follow should she have any concerns about a child in her care. All adults over the age of 16 living in the home have completed the required vetting procedures. The childminder has worked well since the last inspection to complete the required actions and recommendations. She has steadily grown in confidence in her delivery of the welfare, learning and development requirements of the Early Years Foundation Stage, although some aspects of documentation are not always accurate, such as records of children's arrival and departure. Fire drills are practised regularly and children learn to respond to the fire whistle to evacuate the building. However, records of these are not maintained.

p.5

the early years provision

Written risk assessments and a daily checklist are in place and ensure that children are cared for in a safe and well-maintained environment. These are reviewed annually or when needed; for example, road safety during the long-standing roadworks taking place outside the childminder's home. Although self-evaluation is informal, the childminder recognises the importance of this to drive further improvement. As a result, she is starting to reflect on her practice and has booked to attend further training. She is also mindful that her first aid certificate expires later in the year and understands the importance of maintaining this. Space, time and resources are organised well to meet children's individual needs. For example, the childminder regularly rotates toys and equipment, exchanges resources with other childminders in the area and makes good use of community groups and resources to ensure children remain challenged and interested.

p.5

the early years provision

Key information about children's likes, dislikes, interests and routines is sought from the beginning of the placement. This helps to forge consistency of care from the outset and enables the childminder to have a sound understanding of each child's needs, which helps to promote an inclusive environment. There is an exchange of information with parents on a daily basis. This provides them with adequate information on their children's achievements, well-being and development. The childminder has a sound understanding of the benefits of establishing and maintaining positive links with other professionals involved in the care and education of the children, such as local pre-schools or other services.

p.5

and outcomes for children

The childminder provides a satisfactory range of resources and a suitable range of activities and experiences to meet children's growing development needs. She has successfully implemented observation and assessment records for each child since her last inspection. These clearly show what children can do and enjoy, successfully link to the six areas of learning and also show that the next steps in their learning are identified. However, these are not always individual to each child and sometimes can be a little disorganised. In addition, they do not track children's This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 overall progress or give parents opportunities to add their observations to them.

p.5

and outcomes for children

Children are beginning to show a sound understanding of their own self-care skills. For example, they follow appropriate personal hygiene routines, such as washing their hands after stroking the dog, and make their needs known when they want to use the bathroom. They know their right foot from their left and fasten their sandals with care and attention. Parents provide packed lunches for the children, which the childminder supplements with snacks of fresh fruit and yoghurt throughout the day. Children regularly quench their thirst during hot weather by accessing fresh drinking water. Daily opportunities are planned for the children to take part in physical activities. They enjoy playing outside in the fresh air and sunshine, using pedal cars or hoops. Visits to local toddler groups and the park enable them to develop their physical and social skills, while planned excursions further afield develop their knowledge and understanding of the world. These

p.6

and outcomes for children

include visits to the seaside by train or day trips on canal barges.

p.6

and outcomes for children

Children demonstrate a sound sense of security and confidence within the childminder's home and they behave very well. They move freely and confidently from the indoor to the outdoor areas, following their interests and playing imaginatively together. For example, they use pedal cars, shopping bags and toy food as they pretend to go shopping. They are happy, relaxed and have formed positive relationships with their peers and the childminder. They constantly chatter to each other as they are fully engaged in their play. They behave well and show a sound understanding and respect for each other's needs, such as ensuring they each have a doll during their imaginative play. They begin to gain an understanding of diversity through their discussions, activities and experiences, such as making Chinese lanterns, trying different foods or talking about people's similarities and differences.

p.6

and outcomes for children

Children receive regular praise and encouragement for their efforts and achievements, which supports their self-esteem and confidence. For example, they develop their physical skills and hand-eye coordination during craft activities as they carefully make finger puppets. During baking activities, they learn to share and take turns, practise weighing and measuring ingredients, and eat the finished product. This helps children to develop their knowledge and understanding of mathematical language and to investigate and observe different materials by using their senses. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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

p.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 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

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 3

p.7

Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

p.7

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

p.7

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Not Met (with actions)

p.8

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Not Met (with actions)

p.8

Annex B: the Childcare Register

The registered provider does not meet the requirements of the compulsory and or voluntary part/s of the Childcare Register.

p.8

Annex B: the Childcare Register

To comply with the requirements of the compulsory part of the Childcare Register, the registered person must take the following action/s by the specified date:

p.8

Annex B: the Childcare Register

 take action as specified in the early years section of the report (Records to be kept). 07/06/2012

p.8

Annex B: the Childcare Register

To comply with the requirements of the voluntary part of the Childcare Register, the registered person must take the following action/s by the specified date:

p.8

Annex B: the Childcare Register

 take action as specified in the early years section of the report (Records to be kept). 07/06/2012

p.8