Childminder in Rochdale

Inspection date

Previous inspection date 12/11/2012 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 has good knowledge of the Early Years Foundation Stage and how to promote age-appropriate learning opportunities. This means children make good progress towards the early learning goals.  The childminder works closely with parents and other professionals to ensure that children's needs are consistently well met. For example, he ensures that effective processes are in place to support new children during the settling-in period.  There are effective policies, procedures and documentation in place which supports good practice. For example, written risk assessments are undertaken to identify potential hazards and ensure the childminder's home is safe and secure for children to move around.  Secure observation, assessment, planning and tracking systems ensure that the childminder identifies the current learning and development needs of all children. He plans children's next steps supporting them to make good progress in all areas of

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It is not yet outstanding because

 Although the childminder uses resources to promote inclusion and diversity are used, opportunities to develop a knowledge of other cultures through role play or using books are limited.

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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 children at play throughout the inspection.  The inspector observed all relevant documentation provided.

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Inspection activities

 The inspector spoke with children and the childminder at regular intervals throughout the inspection.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. He lives with his wife, who is a co-minder and three children aged five-, four- and three-years-old in a house in Rochdale, Lancashire. The whole of the ground floor, the bathroom and one bedroom on the first floor of the house and the rear garden are used for childminding purposes.

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Information about the setting

The childminder attends different sessions at various playgroups and the local children's centre. He visits the local shops and park on a regular basis and he uses a minibus to transport children for days out. He collects children from the local schools and pre-schools. There are currently three children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder is open all year round from 7am to 6pm Monday to Friday, except for family holidays. He also provides overnight and weekend care if required.

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

 develop further opportunities for children to explore and appreciate equality and diversity, for example by using dressing-up clothes from different cultures and using dual language books to support children who are bilingual.

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who attend

The childminder is knowledgeable about the Early Years Foundation Stage and uses this well to support children in their learning and development. The environment is stimulating and well-organised, engaging children in a range of resources and activities across the seven areas of learning. For example, children play on an interactive tablet supported by the childminder in order to develop their understanding of letter shape and number formation. The childminder supports children's language acquisition by asking many questions and poses challenges which fully engage children in active learning. Children's needs are well met. However, although the childminder uses resources to support inclusion, opportunities to develop a knowledge of other cultures through role play or using books are limited.

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who attend

The environment is bright and colourful with resources stored on low-level shelving units, making it easy for children to reach them and make independent choices in their play. Overall, there is a good range of resources to meet the needs of different age groups and individual needs of all children. For example, children choose books and ask the childminder to read them their favourite story. Children delight in listening to the story, as the childminder uses a variety of expressive voices to engage children's attention. The childminder plans activities based on children's interests and next steps in development, which then becomes a focus. For example, children have recently been asking about Remembrance Sunday. The childminder has supported age-appropriate exploration of this topic by creating a wall display where children have undertaken creative artwork. Systems for observation and assessment are effective and help to monitor children as they

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who attend

work towards the early learning goals. The childminder completes baseline assessments, which allow him to ascertain starting points on entry. He works with parents to discuss activities that children are enjoying at home, enabling a consistent approach in supporting children as they develop across the prime and specific areas of learning. A variety of communication methods are used with parents. For example, the childminder uses a home link book, a suggestion box, and undertakes parental questionnaires as well as daily verbal discussion and feedback. This supports parents to understand their child's progress and how the childminder uses the Early Years Foundation Stage to promote learning and development.

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

Children's behaviour is good and shows that they listen to the childminder. For example, when children become excited during play he reminds them to 'Use your inside voice'. The childminder is calm and consistent with children, explaining what he is doing and providing a good role model. Children's behaviour is good because he uses a variety of techniques, such as positive reinforcement and consistent praise. Effective procedures for settling-in are in place, with the childminder meeting parents, giving them a tour of the setting and explaining the activities that children will be partaking in. This allows children to become familiar with the childminder and the environment. Parent feedback is very positive about the settling-in procedures. Children learn about their local environment through trips to the library, children's centre and the local park. Relationships are strong, and children are learning about each other's differences. Children are supported when they start at other

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

settings, and the childminder works well with other providers sharing information and good practice. This means children feel safe and secure and are gaining good levels of confidence and self-esteem.

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

Children develop knowledge of healthy eating because the childminder takes them on trips to the supermarket, where they choose a variety of fruit and vegetables, which are then incorporated into weekly menus. The childminder supports children's interest further by helping them to prepare their own lunch, set the table and butter bread. Children are very familiar with their routines. For example, children independently use a large step so they can reach the sink to wash their hands as they prepare for lunch. Children develop a love of the outdoors, which contributes to their good, physical health, by daily access to the outdoor area and regular trips in the childminder's minibus to the beach, local lake and ice-cream farm. Children smile with delight as they talk of 'running up hills' and exploring the countryside. Children develop their knowledge of keeping safe through discussions with the childminder about stranger-awareness and understand the importance of wearing

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

their fluorescent jackets when on trips and outings.

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provision

The childminder and his co-childminder work in close partnership and give a high priority to offering a high level of quality care to children and families. He reviews and evaluates his practice on a regular basis, which ensures continual improvement. He undertakes a range of professional development training courses and shares information with his co- childminder to ensure that together they offer a consistency of care. Through self- evaluation the childminder is able to identify areas for improvement, which are developed into action plans. He undertakes his own research to ensure that new resources are of high quality, meet the needs of children and are fit for purpose. For example, he has sourced highly effective safety equipment for the kitchen area. The childminder takes into account the views of parents, which supports self-evaluative practice further. Parents' comments are very complimentary and have a positive impact on practice. For example,

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provision

they say, 'I always feel reassured when my child is in your care, I would recommend your service to anyone', and 'My child is very happy in your setting and always looks forward to attending'.

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provision

The childminder has a good knowledge of local safeguarding procedures, which means that children are safeguarded and well protected in the setting. The childminder and his co-childminder have attended safeguarding training and are well-informed about child protection and who they need to contact should they have a safeguarding concern. The childminder has developed documentation to support procedures. For example, he has developed policies and procedures on the use of mobile phones and the use of social network sites. He observes and monitors children well at all times, which means that children are kept very safe. The childminder undertakes written risk assessments of all areas of the provision and identifies priorities for change. For example, he has recently fitted soft flooring mats in the outdoor area to help with water drainage and minimise the risk of slipping.

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provision

The childminder gains knowledge about children's progress and developmental needs by evaluating procedures for planning and assessment. He gains knowledge of children's interests through discussion with parents and invites parents to contribute to children's development files by requesting parental feedback on all observations. Children are settled and secure with the childminder. For example, children enthusiastically ask the childminder to join in with their play as they build a train track on the floor. The childminder has strong partnerships with parents and other professionals, which means children's individual needs are being well met. Overall, the childminder creates an extremely homely environment, where children are confident and show enthusiasm as they engage in different 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 EY443582 Local authority Rochdale Inspection number 797838 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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