Leigh, Diane

Inspection date

Previous inspection date 08/11/2012 18/02/2009

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early years provision

This inspection: 3 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 2 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children feel safe and secure with the childminder who provides a caring and loving environment where they have familiar routines.  The childminder helps children learn to be independent and encourages them to manage their own personal needs.  Children's individual needs are discussed in consultation with parents during the induction process and as changes occur, which ensures all children are fully included and appropriately cared for.  The childminder provides children with opportunities to develop their confidence and skills in expressing themselves, and to speak and listen in a range of situations.

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It is not yet good because

 The educational programmes are not yet covered in sufficient breadth and depth across the seven areas of learning.  Parents are not fully encouraged to be involved in their child's learning and development, by contributing to the learning journals.

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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 inspected all areas of the premises used by the children.  The inspector observed children's activities in the living room and kitchen.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection and observed lunch time.

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Inspection activities

 The inspector reviewed relevant documentation, including children's learning files, and a sample of policies and procedures.

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Inspection activities

 The inspector spoke with the childminder about her self-evaluation process and aspects of her practice.  The inspector also took account of the views of one parent spoken to on the day.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her adult son in a house in the Dukinfield area of Tameside. She uses the sitting room and kitchen for childminding purposes. The bathroom is on the first floor. There are currently four children on roll, one is in the early years age group and three are school-age children who attend before and after school and during the school holidays. She operates all year round, except for family holidays.

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must:

 improve the delivery of the educational programmes by introducing a systematic approach to planning activities, to ensure there is depth and breadth across the seven areas of learning.

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

 enhance further the systems that successfully reflect the views of parents in their child's learning journal records.

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who attend

The childminder demonstrates a basic knowledge of the revised Statutory Framework for the Early Years Foundation Stage, in relation to the learning and development requirements. The educational programmes provide a suitable range of activities to enable children to make satisfactory progress in their learning and development. She engages well with the children and provides activities that reflect their interests and which motivate them to play and explore. For example, young children enjoy playing with wheeled toys, such as buggies for dolls and push carts and learn how to negotiate around obstacles and explore space. She liaises with parents on a daily basis to discuss what children have been doing at home and what activities she intends to provide. However, although all children do make progress, there is no systematic approach to planning to ensure that each area of learning is covered in sufficient depth and breadth within the educational programmes

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who attend

in order to maximise children's learning.

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who attend

The childminder works closely with parents on the point of entry, obtaining detailed information to establish what children can do and uses this information well to form a baseline assessment. Through discussion, the childminder demonstrates that she has a suitable understanding of their developmental progress. This is gained from information she gathers through conducting regular observations which she links to the Development Matters guidance, enabling her to identify their next steps in learning. Whilst the childminder has yet to implement the progress check at age two years she has discussed this with parents and has the relevant format in place to complete.

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who attend

The childminder skilfully supports children's communication and language skills by providing activities of personal interest. She interacts with them during their play by talking to them and giving simple instructions to test their knowledge and understanding. She repeats phrases back to help younger children to consolidate their vocabulary, such as 'yes, dolly's in the pushchair'. Parents express that they are delighted with the progress their children are making in this area. For example, younger children are using more vocabulary and are building sentences. Older children enjoy mark making with pens and pencils and enjoy accessing a variety of books to share stories and factual information. Younger children are discovering the concept of shape, space and measure. They engage in a variety of construction activities where they connect pieces together and create towers. They learn about shapes and problem solving and access shape sorters. The

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who attend

childminder encourages them to engage in simple tasks, such as sorting toys into different containers promoting their logic and reasoning skills about where things fit or are kept.

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

Close, secure attachments are evident between the childminder and children, who are confident and settled in her care. She promotes their well-being and independence effectively and is sensitive in meeting their individual needs. Children benefit from familiar routines and enjoy the childminder's attention and affection. The childminder takes care to ensure she obtains detailed information from parents with regard to their home routines, likes and dislikes. This helps them to feel safe, secure and content in her care. She takes time to spend individual time with them, giving her full attention, so they feel special and valued. Children are gaining an understanding of risks and keeping themselves safe through activities that enable them to use tools and resources safely, such as scissors and knives. They learn how to keep themselves safe in the local community as they are made aware of the green cross code. Older children are encouraged to identify potential risks

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

and find resolutions to make situations safe, such as always remaining in the childminder's direct supervision when they are away from her home. They practise fire drills on a regular basis, developing their understanding and familiarity of the procedures to follow.

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

Children have access to a stimulating and welcoming environment to support their all- round development. All areas are maintained well and are clean and safe. Resources are organised in a variety of containers and located within easy access to enable children to make independent choices in their play. Children are provided with daily opportunities to participate in energetic play. They visit the park where they develop their confidence and skills in tackling a range of levels and surfaces including flat and hilly ground. They climb and negotiate spaces, large and small, and discover the importance of regular exercise. Older children attend swimming lessons after school. Younger children are provided with resources that stimulate them to handle and manipulate things, such as interactive toys with buttons. They develop their concentration and fine motor skills as they press buttons that light up in sequence. Areas of the home are used effectively to enable children to rest

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

without disruptions and to participate in creative activities. The childminder implements consistent strategies to develop children's understanding about acceptable behaviour. Younger children are learning to recognise and understand the rules for being together with others as they learn to share and take turns. Older children are supported in developing positive relationships by the childminder challenging negative comments and actions towards each other. They learn about the consequences of their behaviour through discussions and time for reflection. The childminder rewards positive behaviour with lots of praise and recognition. High emphasis is placed on the use of good manners and as a result, even the youngest of children are polite and say please and thank you without prompts.

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

Children are encouraged to develop healthy lifestyles with a good focus on developing their independence and managing their own personal needs. For example, young children instinctively know where to locate a clean nappy when the childminder states it is time to change their nappy. Children are offered healthy choices and enjoy snacks comprising of fresh fruit. The childminder engages older children in discussions about what foods are healthy for them and they enjoy engaging in cooking activities, developing their awareness of various ingredients. Younger children feed themselves confidently and remove their shoes independently displaying a strong preference to do things themselves. They are familiar with the location of items which enables them to access items independently and put things away.

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provision

The childminder has a sound understanding of the safeguarding and welfare requirements and children's safety is promoted well. She clearly understands how to safeguard and protect children from harm. For example, daily risk assessments are conducted which helps to minimise hazards to children's safety. She is confident with the procedures to follow in the event of any safeguarding concerns arising. Detailed records are maintained when recording accidents and she has completed paediatric first aid training. She has a basic knowledge of the learning and development requirements and has recently revised her assessment systems to reflect the seven areas of learning. However, she is less secure in using monitoring systems effectively to ensure the educational programmes have depth and breadth across the seven areas of learning. This results in children's progress not being monitored consistently and her not displaying an accurate understanding of

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provision

children's next steps in their learning.

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provision

There is an informal self-evaluation system in place which takes into account the views of parents and children. This is achieved through daily verbal discussions with parents and information gathered from the childminder's observations of the children. She spends individual time with older children talking to them and listening to their views, then implementing suggestions, such as providing activities of their choice. The childminder demonstrates a clear understanding of her strengths and weakness and a commitment to improve. She has addressed all the previous actions raised from her last inspection and is currently working closely with the early years team to further develop her confidence for the delivery of the revised Statutory Framework for the Early Years Foundation Stage. She has attended a variety of training, such as first aid and safeguarding and has completed the childminding registration course.

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provision

The childminder describes her relationship with parents as being positive and regularly shares information about their children's routines and the activities they complete. Parents contribute to the initial assessments of their children's starting points on entry and they are actively encouraged to support and share information about their children's learning and development at home. However, their views are not yet reflected in their children's journals and therefore do not provide an accurate reflection of how their comments are used to support children's skills, abilities and progress. The childminder has established sound working relationships with the local school and ensures a two-way flow of information is provided. Younger children visit the school setting as the childminder takes and collects older children. This helps to establish a strong foundation for the transition process as they develop familiarity with the premises and staff.

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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 EY370887 Local authority Tameside Inspection number 821258 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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: 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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