Childminder in Tameside

Inspection date

Previous inspection date 19/11/2012 24/11/2008

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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 are happy, relaxed and feel secure with the childminder who meets their individual care needs well. The childminder assesses the risks within her premises and when on regular outings, demonstrating a good understanding of how to promote the health and safety of the children in her care.  The childminder is well-organised, with resources freely accessible to children to help them make independent choices in a safe, stimulating and welcoming environment. She engages well with the children in their play.  The childminder builds strong relationships with parents who value the service she offers. This is demonstrated through the high levels of praise she receives.

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It is not yet good because

 Assessment is in its infancy and is not consistently linked to planning challenging activities to ensure children make good progress across all seven areas of learning. Opportunities to engage parents in their children's learning and development are not fully embraced.  Resources and books available to the children do not demonstrate sufficient diversity or challenge stereotypes.  The childminder has not yet identified a clear improvement plan to overcome weaknesses identified through self-evaluation, which would support a successful drive for improvement in the service she offers.

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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 looked at all areas of the home used by the children and observed activities in the living room.

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Inspection activities

 The inspector spoke to the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's learning journeys, assessment records, planning documentation and a selection of policies and children's records.  The inspector checked the provider's self-evaluation form.

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Inspection activities

 The inspector took account of the views of parents through parental questionnaires and parental references.

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Information about the setting

The childminder was registered in 2007. She lives with her husband in the Hyde area of Tameside, Greater Manchester. The whole of the ground floor of the childminder's house and the first floor bathroom are used for childminding purposes. There is an enclosed rear garden for outside play. Access to the premises is via five steps down. The family have one pet dog.

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Information about the setting

There is an enclosed grassed rear garden available for outdoor play and a secure small front paved garden area. Local amenities and public transport systems are within walking distance. The childminder has completed a pre-registration childminding course and basic training including first aid and child protection.

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Information about the setting

The childminder is registered on the Early Years Register and the voluntary and compulsory parts of the Childcare Register. There are currently nine children on roll, with four in the early years age range attending on a part-time basis. The childminder is available to care for children all year round, Monday to Friday except for family holidays. The childminder is a member of the National Childminding Association.

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must:

 extend assessment of each child's progress across all seven areas of learning, to incorporate clearer links into planning in order to provide opportunities for children's individual next steps in learning.

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

 embrace opportunities to extend parents contribution to their children's learning and development

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

 expand resources and books available to the children to ensure they demonstrate sufficient diversity and challenge stereotypes

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

 identify a clear improvement plan to overcome weaknesses identified through self- evaluation, which would support a successful drive for improvement to the service provided.

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who attend

The childminder has created a warm and welcoming environment that is stimulating and safe. The resources are well-displayed in accessible low-level labelled boxes which support children's independence as they make choices about what they play with. Additionally, there is free access to mark making materials to support early writing skills and a wealth of books stored on a low-level rack which supports the children in handling books independently. The childminder interacts well and supports the children in their learning, extending their positional mathematical language of 'up' and 'down' when playing with the cars and garage, as well as their understanding of numbers when she counts the cars with them. Children's concentration skills are enhanced as they are encouraged and supported to persist in completing a jigsaw. The childminder encourages matching skills and enhances positional language, for example, asking 'does it go above that piece, or next to

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who attend

that one?' She fosters the children's communication skills appropriately, helping children to gain confidence. For example, when stamping animal shapes a child states 'it's a frog', and the childminder reinforces this with 'yes, it's a green frog'. The children talk freely about their play in a relaxed calm environment. Children talk about past and current experiences which the childminder sensitively builds on to develop children's self-esteem and confidence. The childminder asks appropriate questions to support children's thinking and memory skills.

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who attend

Children are provided with appropriate resources that cover the seven areas of learning. However, in order to ensure that children can learn to know about similarities and differences between themselves and others the resources and books available to the children do not demonstrate sufficient diversity or challenge stereotypes. Regular trips to local play centres help widen the children's experiences and support their social and physical skills. Opportunities to visit local toddler groups help build the children's confidence in being in less familiar surroundings and with unfamiliar adults. The trips assist in supporting the children in their preparation for transition to other settings. The childminder takes and collects children from a variety of other providers, such as pre- schools and primary schools. She understands the importance of building relationships with staff at other settings children attend to support the continuity of care and learning

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who attend

Observations of children's play are recorded in individual learning journey records and the childminder sometimes adds a basic next step. For example, when children notice that the cars have to stop at a red traffic light, the childminder takes the opportunity to enhance this activity by counting the number of cars. She is not yet fully secure in her knowledge of the relevant development matters within the revised Early Years Foundation Stage. As a consequence, her observations do not link to planning for individual children, to ensure they make good progress towards the early learning goals across all seven areas of development. The childminder has recently begun to assess children's development. She is currently considering methods to link the assessment results to her planning in order to ensure achievement gaps across all areas of learning are challenged.

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who attend

Parents receive feedback on what activities their child has taken part in, their care requirements and they can review their children's learning records, but are not sufficiently encouraged to contribute to these. Parents are engaged in their children's learning when important issues are raised, to enable them to seek relevant support from health professionals to support their children's development. Parents views are sought via questionnaires and many have written personal references about how much they value and praise the service offered by the childminder.

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

The childminder has good relationships with parents and discusses any concerns regarding the children's health and their development. Children's individual care and health needs are met well, as the childminder respects children's individual likes and dislikes, whilst reflecting parental wishes to maintain consistency of care and routine. Children are happy, safe and secure and interact well with the childminder in a calm and welcoming environment. Children put their own photograph on the 'who is in the house today board' taking ownership of registration and building a sense of belonging. The childminder makes the children feel valued and tries to spend time supporting children individually as well as encouraging them to share and take turns as they mix with their peers. High expectations ensure that the children behave well as they understand consistent boundaries and appropriate guidance from the childminder. Children hold the childminder's hands when

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

out walking and are learning to cross the road safely. The childminder establishes safe routines through written risk assessments for outings, and for the children to get in and out of the car safely. Children take part in regular safety evacuations with the childminder, ensuring they are undertaken at different times of the week to ensure all children are included. The childminder discusses potential dangers of bonfire night to encourage the children to enjoy the experience in a safe way.

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

The children sit at a small table together when eating healthy snacks and fruit prepared by the childminder who also encourages the children to learn to eat healthy meals. Children have good self-help skills and access the upstairs bathroom independently where they are also able to wash their own hands. Access to a safe, secure back garden for outdoor play allows children to exercise in the fresh air. Playing on scooters in the enclosed flagged front garden, develops opportunities to extend their balance and physical skills.

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provision

The childminder provides safe indoor and outdoor learning environments and has risk assessed her home environment to ensure all areas used by children are well organised. Children's safety is met through thorough daily checks of the environment both indoors and outside. The layout of the resources allows the children to make independent choices in safe and inclusive, comfortable surroundings. The childminder uses risk assessment to ensure resources are developmentally safe and appropriate. For example, she has risk assessed an outdoor trampoline with a net surround, which for safety reasons she has decided that only children over three-years-old can access. She risk assesses all outings to help ensure children's safety. This action point from the previous inspection has now been met and the childminder has obtained written permission from all parents for their children to engage in the outings. On visits into the local community the childminder takes the

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provision

opportunity to strengthen the children's awareness of safety, for example, 'stranger danger'.

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provision

The childminder has a secure understanding of the local safeguarding procedures and has included procedures to be followed in the event of an allegation being made against her. This action point from the previous inspection has now been met and the updated policy has been shared with parents. The childminder has a range of clear policies and procedures in place to promote the welfare of children and is organised and thorough in her recording of registers, medicine and accident logs. The childminder has begun the process of self-evaluation using the Ofsted form to review her practice. She has only recently begun this process and so has not yet identified a clear action plan to overcome weaknesses identified which would support a successful drive for improvement in the service she offers.

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provision

The childminder works well with parents building relationships to obtain information about the individual children, detailing their likes and dislikes and their care routines. She shares information about activities the children have taken part in, but opportunities to engage parents in their children's learning could be further extended. Parents have completed questionnaires which include positive feedback and praise for the care and learning opportunities she provides for their children. The childminder attends a local childminder's network meeting on a weekly basis at the local children's centre to discuss and share examples of best practice. This supports her desire to further improve her own childcare skills to ensure her practice has the best outcomes for the children in her care by providing them with strong foundations for future learning.

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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 EY377212 Local authority Tameside Inspection number 821432 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 9

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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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