Childminder in Stockport

Inspection date

Previous inspection date 18/09/2012 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder displays a good awareness of how young children learn and develop and is committed to extending his knowledge through training, reflective practice and independent learning.  Children are given clear guidelines for behaviour and the childminder is fully aware of the importance of liaising with parents to provide a consistent and informed approach in all aspects of their development.  Children have settled well and have made warm relationships with both childminders and the assistant. They show confidence and curiosity as they explore their learning environment.  The childminder has created a spacious and inviting learning environment which is set out with a wide range of accessible resources. Outdoor play and learning opportunities are used daily to extend children's experiences.

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It is not yet outstanding because

 The input from other carers is not yet effectively used to inform an overall evaluation of children's development.  Opportunities to create an environment rich in print to help encourage children's recognition of letters and words are not fully developed.

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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 play sessions in the lounge and also lunch time.

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Inspection activities

 The inspector spoke to the childminder individually and also together with the co- childminder at different times during the visit and throughout the time spent at the setting.

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Inspection activities

 The inspector looked at observation records and children's daily diaries, the self- evaluation document and a selection of suitability records, policies and children's registration details.

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Inspection activities

 The inspector was not able to speak to parents as none were present during the visit but she did speak briefly with another family member at collection time. She also looked at emailed comments from parents.

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Information about the setting

The childminder registered in 2012 and co-childminds with his wife. They live in the Cale Green area of Stockport with their five-year-old son. The whole ground floor of the house and the first floor bathroom are available for childminding. There is a fully enclosed garden available for outdoor play. The garden and house are accessed via several steps.

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Information about the setting

The childminder is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register and is currently caring for two children in the early years age range. The childminder is currently working towards two appropriate level 6 qualifications.

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

 extend existing links with parents and others who provide care to children so these can help contribute to ongoing assessments on children's progress

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

 create an environment that is more rich in print where children can learn about words, such as signs, posters, names.

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who attend

The childminder has a good understanding of the seven areas of learning and how children learn and develop and clearly recognises his role in supporting children's overall progress. Regular observations and reference to the Statutory Framework for the Early Years Stage and to Development Matters ensures teaching and resources are used in the most effective way to support children's development and provide challenge. Young children have a range of developmentally appropriate toys set out which are placed within easy reach so they can freely access and make choices. While the childminder sits alongside to provide support, this also encourages a young child to start to reach out and explore objects and so develop his concentration time.

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who attend

Young children are encouraged to make noises in response to sounds from the childminder. They have a range of resources to stimulate their interest such as musical toys and instruments to play and mirrors to explore. There is a wide range of books which are deliberately displayed so that children can see the front cover and make their own choices. Children enjoy listening to favourite songs like 'row the boat' and respond to games like 'peepo'. For older ones there are opportunities for different make marks with a range of materials, although use of the environment to display other forms of print and words is limited. Young children are provided with ample safe space to move around in as they develop their walking skills, aided by adult hands to support and low level equipment to balance on.

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who attend

The childminder understands the importance of gaining as much information as possible from parents at the start to assess children's starting points and help them settle in. Observations made during the initial settling-in help him to assess a child's needs and level of development which enables appropriate toys and challenges to be given. The childminder uses these observations to plan for each child's next steps. He is also starting to develop individual learning journeys for the children, which include photos and observations of activities they have shared. However, opportunities to liaise with other carers of children to support more detailed information and ongoing assessments are not yet fully in place.

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

The childminder has settled into childminding well and has created a bright and welcoming environment where children benefit from good attention from several adults. Children move around and explore the well-resourced play room and have regular access into the outdoors providing a continuation of their learning experiences. Children are learning to behave well as the childminder has clear boundaries and uses key words so that children respond quickly. For example, before going on an outing to the park, any procedures for safe walking and any commands like stop are clearly explained. He is aware of liaising with parents and carers to ensure a consistent approach is maintained. The childminder engages and responds to the children well so that they feel secure in the setting and are able to explore and try out new things in an environment which is safe and very well maintained. Even as young children practise their early walking skills and explore the

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

environment they are starting to learn about keeping themselves safe through gentle guidance from the childminder.

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

Children's health is well promoted through lots of outdoor play in the garden and through regular walks and trips to the park. They have fun crawling through the plastic tunnel and have a range of toys to handle and manipulate such as feely books and treasures baskets. Children have musical toys with buttons and enjoy feeling and exploring the gloop. They are learning to develop self-care skills as they are given access to spoons to develop their independence at meal times. They have healthy food and snacks and access to drinks and water at regular times.

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

The childminder prepares children for the next stage in their learning by developing their confidence and providing a range of different experiences. He encourages social engagement with others both in the setting and as children go out into the community and start to attend other early years groups.

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provision

The childminder has a good understanding of the areas of learning and how children learn and develop and clearly recognises his role in supporting children's overall progress. The childminder has a very good commitment to improving his knowledge and understanding through training. He has completed a range of courses since registration and is currently completing his level 6 qualification in early years. Research and continually reflecting on practice helps the childminder to evaluate the effectiveness of teaching and learning. The childminder has completed his self-assessment document and has identified areas for development to enhance his practice to support young children's overall development. Parents are also invited to contribute their views on the setting in order to further develop provision for children.

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provision

The childminder has a good understanding of his safeguarding responsibilities and how to respond to any concerns. He has attended training in this area to enhance his awareness and has a clear policy to support practice which is shared with parents. The premises are kept safe and secure and risk assessment procedures are rigorous, highlighting any additional measures to make the setting safe, such as reflective tape to mark where the door ridges are. All outings are carefully planned and risk assessed before children take part in them and regular fire evacuation practices take place.

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provision

Partnership with parents is working well and the childminder encourages an easy settling- in period so that all information is exchanged and initial observations are completed so that he is aware of how best to help children settle. Regular discussion, as well as the sharing of the daily diary and exchanges by email and texts, ensures that parents are always kept informed about their child's day. The environment is welcoming and provides a wide range of accessible resources, including some which reflect the diversity of the wider world. The childminder has identified, for example, the need to place resources low down so they are accessible to the youngest children to support independent choices. He wants to encourage families to share information from their own experiences and customs to enhance the individuality of each child. The childminder is aware of the need to make links with other settings that children may attend and knows to liaise with parents and

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provision

other professionals to support any additional needs children may have. He is beginning to seek and share information from other carers to enhance his knowledge of each child but this is still in its early stages.

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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 EY442529 Local authority Stockport Inspection number 786400 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 2

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Name of provider

Date of previous inspection Not applicable

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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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