Childminder in Bury

Inspection date

Previous inspection date 05/10/2012 17/01/2011

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early years provision

This inspection: 1 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 There are exceptionally good opportunities for children to work individually or in groups, to make decisions, work cooperatively and develop their independence and social skills. Adults are deployed highly effectively and consistently provide well targeted support for children, in order that they can achieve as much as they can.  Children are impressively involved in evaluating and influencing outings and activities. As a result, they are happy and settled. They have developed a strong sense of belonging through secure attachments with adults.  The childminder has high aspirations for all children and this is reflected in her high standards, which are embedded across all areas of practice. A relevant example includes the exceptional use of quality, age-appropriate furniture, equipment and resources to promote excellent outcomes for children in all areas of learning.  The childminder works exceptionally well with her assistants and morale is very high.

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This provision is outstanding

All adults have contributed significantly to the settings success. The childminder leads by example and self-evaluation is highly effective in bringing about sustained improvements. For example, free flow inside to outside play is promoted extremely well.  Highly effective partnerships between the childminder, parents and other agencies ensure that the individual needs of children are consistently well met.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed ongoing activities in the main play areas.  The inspector completed a joint observation with the childminder and her assistants.

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Inspection activities

 The inspector looked at children's records of achievements including children's assessments and planning documentation, in addition to some policies and procedures.

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Inspection activities

 The inspector took account of the views of a parent spoken to on the day of the inspection and through discussions in relation to the childminder's action plan.

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Information about the setting

The childminder registered in 1999. She lives with her two adult children in Elton, Bury. She works with her daughter who is a full-time assistant. They have both attained a level 3 qualification. The whole of the childminder's home is used for childminding and this includes provision for outside play in the enclosed back garden. The childminder is able to take and collect children from local schools and pre-schools.

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Information about the setting

The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. Currently there are eight children attending in the early years age range. Children attend on a full and part-time basis. The childminder is a member of the National Childminding Association.

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To further improve the quality of the early years provision the provider should:

 continue to enhance the arrangements and provision for sleeping babies.

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who attend

An exceptionally strong feature of the childminder's practice is her high expectations of all children, based on accurate assessments of children's achievements. She promotes children's learning and development exceptionally well through impressive systems that clearly show parents how their children make significant progress from their starting points, in all areas of learning. Children's individual development files are testimony to this and they are attractively well-maintained. They include accurate assessments of what children have achieved, purposefully linked to the guidance Development Matters for the Early Years Foundation Stage. They contain lots of pictorial examples of what children have achieved, clearly demonstrating how children make excellent progress towards the early learning goals. There is an impressive system in place to successfully show how the progress check will be completed for children aged between 24 and 36 months. This

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who attend

includes liaising with the children's parents and health visitors and includes children's progress in the three prime areas of learning.

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who attend

The quality of teaching and learning is exemplary. The adults work consistently well to scaffold children's learning. They know individual children exceptionally well and successfully support children to take next steps in well considered ways. For example, during song time older children learn number rhymes and simple subtraction and eagerly awaited their turn to post coloured discs into the giant pink pig money box. Very young children who wanted to keep posting discs were provided with an empty teapot so that they could repeat the experience, without disturbing the other children's concentration.

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who attend

Adults consistently enthuse, engage and motivate children by providing a wide range of accessible age-appropriate resources and through rich, varied and imaginative activities, which challenge children to take the next step. For example, the magnetic alphabet board provides endless opportunities for children to experiment with words, letters and sounds. Children learn about people's differences in the wider community through role play and when they dress up in sarongs and saris. They learn about different cultures, traditions and religions, such as Ramadan and Eid. In age-appropriate ways, the childminder compares this to Lent and Easter Sunday when children eat their chocolate Easter eggs.

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who attend

Transition arrangements are highly effective. The childminder has well-established links with the children's key person at pre-school to successfully promote children's continuing care and learning. Newsletters are obtained and the daily contact book is shared with parents and adults at each setting. As a result, themes and topics are reinforced consistently well at home and between the different settings. Adults know which songs to practice with the children and know how and when to support activities, such as helping children to save household items including empty yoghurt pots and silver foil that can be recycled for model making.

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The contribution of the early years provision to the well-being of children

A distinct strength of this provision is the way in which adults help to make secure attachments with all children and as a result, children's behaviour is exemplary. Children play exceptionally well together and are also confident to play on their own with minimal adult intervention. New starters settle quickly in a stable, predictable and supportive environment. The inclusive ethos at the setting promotes equality of opportunity exceptionally well. For example, group activities are adapted and extended consistently well to ensure all children are fully included and involved. During a leaf printing session, the very young children dipped leaves into the paint whilst older children competently used paint brushes to brush the leaves with paint to make leaf prints for the wall collage.

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The contribution of the early years provision to the well-being of children

There are highly effective arrangements in place, in partnership with parents, to promote children's personal care routines. For example, through well-established nappy changing, potty training and toilet training facilities and procedures. Children with medical conditions, such as eczema, are provided for consistently well because the childminder gives them her full attention and ensures the individual needs of children are continually met to promote their good health.

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The contribution of the early years provision to the well-being of children

Children are safe and secure in an environment which is routinely risk assessed to minimise the risk of accidental injury. The childminder has exceptionally high aspirations for all children and this is reflected in the high standards of hygiene and cleanliness maintained in areas used by children. Children's self-help skills and independence is promoted extremely well when they help to set and clear the table. Children know how to dispose of food in the bins provided and they are learning about sustainability and looking after the environment through recycling. Healthy eating is promoted exceptionally well and children eat what they have made. For example, homemade bread and soup. Children also help to make pizza bases and choose their own toppings. They learn how to bake cakes and make biscuits, decorating them to take home to show parents what they have achieved. Children enjoy playing on the big equipment in the park, like the swings and

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The contribution of the early years provision to the well-being of children

slides. Measures like these successfully provide firm foundations for children to develop knowledge, understanding and skills that are required for their transition to school and for later life. A parent commented, 'My wife researched lots of other settings in the area before we settled on this one. It is a well-run, home-from-home family business'. He went on to say 'The childminder's daughters are very mature and professional. Our child interacts well with other children and they go on lots of trips'.

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provision

Adults positively interact with each other and children. The childminder and her assistant have considerable childcare experience and have imaginatively interpreted the requirements of the Early Years Foundation Stage, in the children's best interests, in a homely and welcoming environment. For example, the whole of the childminder's home is now registered to provide a safe and inclusive environment for all children. The open-plan lay out of the setting meets the needs of the children extremely well. The childminder takes the inside provision outside for children who learn best by moving around and being active. There is an all-weather decked area and the enclosed back garden is exceptionally well resourced and used, including the quality wooden pirate ship, which is a children's favourite. Children have great fun playing in the sand pit and water trays. They use various ride-on equipment, like push along cars and scooters. The parachute game is

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provision

another favourite activity and they learn positional language like under, over and through. It also encourages cooperative, non-competitive play and reinforces turn-taking and sharing.

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provision

The childminder has developed impressive systems for self-evaluation in consultation with children, parents and other agencies. For example, children and their parents help to evaluate activities and outings. College tutors have also helped to inspire the work of the adults. For example, they consistently use highly imaginative handmade resources at the setting, like the touchy, feely caterpillar book, which helps to develop children's senses. The hand-made green frog number board is also used highly effectively during number songs to reinforce children's learning when they count to five and when they learn simple subtractions.

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provision

Trusting relationships with key people at others settings, including pre-school, are well established to promote children's continuing care and learning. The childminder clearly acknowledges and respects parents as each child's first teacher and advocate and she successfully involves parents in every aspect of the provision. For example, when planning and evaluating interesting and challenging trips and outings. For example, children went on a tram ride to a science museum in Manchester, where they learnt about Victorian tank engines and local history in relation to textiles. Children have also visited an interactive children's museum in Halifax, where they learnt more about their bodies, how they work and how to stay healthy. The visit to the museum was a fun and highly effective way to encourage children of all ages to use their senses. For example, treasure baskets were available for babies to use containing a wide range of natural objects for them to explore.

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provision

Another strong feature is the childminder's ability to foster a culture that encourages teamwork, cooperation and collaboration and as a result, she has considerable capacity to secure continued improvements. All adults, including the childminder, her assistant and her other daughter who is in the process of working towards a level 3 qualification and becoming registered as an assistant, work exceptionally well together. Children's activities are extremely well supported. Adults are deployed highly effectively and extremely good adult to child ratios are maintained. Each adult brings a different strength and dimension to the provision, such as the use of age-appropriate technology and programmable resources and equipment, in addition to creativity and the ability to provide a wide range of children's art and crafts. The autumn theme and the tree collage is a relevant example. The childminder's action plan highlights and prioritises aspects of the provision to be

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provision

developed and include enhancing the new provision for sleeping babies to enable them to sleep in a quiet and comfortable environment on the first floor away from other activities.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number 316620 Local authority Bury Inspection number 819046 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 12

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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