Childminder in Manchester

Inspection date

Previous inspection date 19/11/2012 30/03/2012

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early years provision

This inspection: 3 Previous inspection: 4 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The childminder provides a caring environment, where children feel happy and enjoy the positive interactions that they share with her.  Information gathered from parents is appropriately used to support children's individual care needs.  The childminder has an understanding of her role in safeguarding children. She has systems in place to promote children's safety, including risk assessments for the home and outings.

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It is not yet good because

 The childminder's systems for assessment and planning are not fully effective to ensure she has an accurate understanding of all children's skills, abilities and progress and do not consistently take into account information gained from parents about children's learning at home.  The childminder does not have any systems in place in order to evaluate her practice, this has an impact on the setting's ability to plan improvement.  Resources and activities to promote anti-discriminatory play and play with natural materials are limited, as a result children do not learn about the world in which we live.

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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 activities in the lounge.

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Inspection activities

 The inspector engaged in discussions with the childminder throughout the visit. Safeguarding and promoting children's safety and previous actions were discussed.

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Inspection activities

 The inspector looked at all areas of the premises that are used for childminding, which included the safety in all rooms and the gardens.

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Information about the setting

The childminder was registered in 1994. She lives in the Chorlton Cum Hardy area of Manchester with her adult son. The whole of the ground floor is used for childminding which consists of a lounge and kitchen area, bathroom facilities are also on the ground floor. There are front and rear gardens for outside play. The family have two pet cats. This provision is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently 10 children on roll, two of whom are in the early years age group and attend for a variety of sessions. The childminder supports children with special educational needs and/or disabilities and children who speak English as an additional language. She is a member of the National Childminding Association and receives support from the local authority.

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must:

 use systematic observations and parents' contributions to assess children's progress and identify and plan for their next steps in learning  develop parents contributions by encouraging them to share their views and enhance children's leaning and development at home.

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

 increase resources to improve children's knowledge and understanding of the world they live in and to develop their sensory experiences

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

 enhance systems of self-evaluation to reflect on the quality of the provision and drive future improvement by identifying clear strengths and weakness.

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who attend

The childminder has suitable knowledge of the learning and development requirements and she is aware of the seven different areas of learning. She knows children well but her systems of observing and planning for children's individual learning needs are not yet fully developed. Therefore, although children are making suitable progress, her lack of planning means that children are not consistently challenged or supported in making the most of the experiences provided. The childminder has yet to implement the progress check at age two but is able to demonstrate the knowledge and understanding of this. She has established some partnerships with parents. She encourages them to record what children do at home, but the childminder does not use this information constructively to enhance the children's learning experiences. As a result, children's progress is not consistently supported and planned for. The childminder makes the best use of the space she has for

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who attend

the children, she has a selection of resources which in the main cover the areas of learning, however, resources and activities to support children's understanding of the world they live in and to develop children's sensory experiences are lacking. Therefore, children do not have opportunities to explore of find out about the environment, people, places or their lives.

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who attend

Children are happy and content in the childminder's care and they confidently move around her home accessing the play equipment available to them. Language development is suitably fostered and children are developing their speaking and early literacy skills. They enjoy visiting the library and the singing sessions in the local groups they attend. The childminder introduces new words and shows children on occasions how to pronounce or use words by responding and repeating what they say in the correct way to help their vocabulary. The childminder builds on the children's interests to support their learning. For example, they are eager to see what the construction workers are doing to the tram works as they pass on their way to school. Taking into account the children's interests, the childminder has added a selection of diggers, work hats and trucks to her resources to enhance their play. Children enjoy rhymes and demonstrate their listening skills by trying

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who attend

to join in with the familiar verses and actions; they accompany these impromptu sing- alongs with a variety of musical instruments. They have appropriate opportunities to develop their awareness of number sequences as they are encouraged to count in everyday routines. The childminder's appropriate support for children's communication and numeracy skills helps to prepare them for the next stage in their learning. Children walk to school every day and visit the local soft play area, where they enjoy playing on the large equipment. As a result, children are developing their coordination and physical skills well as they use the play equipment available.

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

The childminder's home is warm and welcoming and she has formed caring bonds with children, helping them to feel happy and settled. Children benefit from the warm and positive interactions they share with the childminder. She gets to know them using information gathered from the parents about their likes, dislikes and routines and uses this to help them settle and cater for their individual care needs appropriately. Children are encouraged to develop healthy lifestyles through daily routines. Meals and snacks provided are home-made and prepared appropriately by the childminder. She encourages children to become more confident in managing their own needs and self-care skills. For example, young children are given the space to feed themselves at lunch times. Hygiene standards are reinforced by the childminder and children know to wash their hands before eating food. Children are developing their independence skills which prepares them for the

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

transitions into nursery and school as they get older. Children have ample opportunities for rest and sleep to meet their individual needs. They have some opportunities to have fun in the garden and in the local community facilities which the childminder makes use of. Children learn about their own safety through discussion and when out and about.

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

Children develop their confidence and independence as they regularly visit the local toddler groups where they mix with other children. That said, the childminder takes into account the individual needs of the children, for example, if children do not settle at a particular groups she changes the venue. As a result, the childminder provides an inclusive environment for children. Children on occasion seek reassurance from the childminder when they need it and they enjoy the close contact as they sit together. Minor squabbles are well managed, and children respond well to the childminder's explanations and requests. Suitable explanations and gentle reminders support children in gaining an awareness of safe play.

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provision

The childminder demonstrates that she has a satisfactory understanding of the Early Years Foundation Stage safeguarding and welfare requirements. However, she is still in the early stages of implementing the learning and development requirements and, as a result, her observation and planning systems are not always used effectively to plan challenging experiences for children. She has a sound understanding of her role in protecting and safeguarding children from harm and is aware of the signs and symptoms that child may be at risk of harm and she has appropriate procedures in place for reporting child protection concerns. The childminder has chosen to prepare a range of written policies and procedures, which she shares with parents and implements appropriately, promoting the satisfactory running of her setting. All of the required documentation is in place and suitably maintained, including records of children's attendance and records of accidents

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provision

involving children. The childminder's home is safe and she is proactive in minimising potential risks to children. In addition, risk assessments for outings are in place, promoting children's safety when out.

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provision

The childminder has established some partnerships with parents and gathers information from them at the start of their child's placement. She engages in regular exchanges of information with them via her daily diaries, informing them about their child's day and well-being. Although no children currently attend any other settings, the childminder demonstrates a satisfactory understanding of working with other agencies and settings who may be involved with the children in the future. A system of self-evaluation has not yet been fully established to promote partnerships and the effective monitoring and identification for future priorities. Consequently, her strengths and further areas for improvement are not always identified and appropriate action taken. However, with the support of development support workers she has addressed the majority of previous issues raised at the last inspection, which has brought about some improvements to

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provision

documentation and the educational programmes.

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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 500479 Local authority Manchester Inspection number 789961 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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