Childminder in Manchester

Inspection date

Previous inspection date 07/12/2012 08/12/2008

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early years provision

This inspection: 2 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 2

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This provision is good

 Children build close warm relationships with the childminder. This ensures that they are happy and settled. The childminder knows the children well and therefore is successful in meeting their individual needs.  Strong emphasis is placed on helping children develop their language skills. The childminder provides good support to all children, including children learning English as an additional language.  The childminder uses her knowledge about the children to plan activities and experiences to effectively promote their learning and development. The very positive relationships with parents ensure continuity of care and learning for children.  The childminder demonstrates a strong commitment to improve her service. Her plans for improvement are well targeted to strengthen her practice.

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It is not yet outstanding because

 The childminder is not always sensitive to children's thinking and learning when deciding when to interact and when to value their independent activity.  The views of children and their parents are not fully taken into account when identifying priorities for improvement.

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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 the organisation and safety of the home, toys and equipment.

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Inspection activities

 The inspector observed activities and interaction between the childminder and the children, speaking with the childminder at appropriate times.

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Inspection activities

 The inspector looked at a selection of documentation including children's development records, planning for children's learning and written policies.

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Inspection activities

 The inspector took account of the views of parents as recorded in their written feedback to the childminder.

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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 husband and daughter aged one year in a house in the Baguley area of Manchester. She uses the whole of the ground floor, the small rear bedroom on the first floor and the rear garden for childminding purposes.

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Information about the setting

The childminder visits the local shops and park on a regular basis. She collects children from the local schools. There are currently five children on roll, three of whom are in the early years age group and attend for a variety of sessions. She also cares for two school- age children who attend before and after school. She operates all year round from 8am to 6pm, Monday to Friday, except for family holidays.

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

 give children time to pursue their learning without interruption, to complete activities to their satisfaction and offer help with activities when asked, but not before

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

 develop the monitoring and evaluation systems so that they take into account parents and children's views when identifying priorities for improvement.

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who attend

The childminder has a good understanding of how to meet children's learning and development needs. Her observations and discussions with parents help her to plan activities and experiences to meet the needs and interests of each child. As a result, children are engaged in their play and are supported in making good progress in their learning. The childminder effectively creates a learning environment where children can be independent, active learners. For example, making sure children have easy access to a wide range of toys and equipment including their favourite toys. Therefore, children engage in purposeful, child-initiated activities, make choices within their play and return to activities as they choose.

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who attend

Children's early communication and language skills are given high priority by the childminder. She uses clear speech and repetition to reinforce children's developing language, adding words to what children say to increase their vocabulary. For example, she encourages children to point out and name the different vehicles in the picture book and children take great delight in matching toy vehicles to the pictures on their sweater. For children who speak English as an additional language, a wide range of words are gathered in the child's home language. The childminder skilfully uses these during the children's play together with dual language books. This promotes children's confidence as they communicate using simple words in English and their home language.

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who attend

Children experiment with paint, glue and play dough to explore their senses and express their creative ideas. They develop their small muscles and coordination as they use paintbrushes, glue spreaders and crayons. Whilst learning about how Christmas is celebrated in other countries, such as Poland, they decorate stockings for their small gifts and paint decorations to hang on the tree. Children excitedly join in their favourite action rhymes and explore musical instruments to make different sounds. The childminder is very attentive and joins in with children's play. However, on occasions her enthusiasm to support children interrupts their ideas and free expression.

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who attend

The strong relationships between the childminder and parents contributes to making sure parents are fully involved in their children's learning. The childminder gathers information from parents about children's routines and starting points, which she uses effectively to support children's individual needs. Parents share information about their child's learning through daily discussion, diaries and complete the 'Look what I have done at home' sheet. The childminder completes progress checks for children aged two years and parents receive monthly updates about their child's progress. Parents provide positive written feedback on the quality of care and learning and comments include, 'she is a warm, caring and flexible childminder'.

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

Children develop strong emotional attachments to the childminder and feel secure in her care. The childminder works closely with parents to ensure children have a smooth transition from home to the childminder. Therefore, the flexible arrangements mean that children settle at their own pace and parents are reassured. Children have a clear sense of belonging. Lovely photographs of children and their families are displayed at low-level so that they can easily see and reach them. As a result, they proudly show their photographs to the inspector, pointing to members of their family. Children are learning to take responsibility for their own safety as they are taught about how to keep themselves safe. They learn about walking safely when on outings and the need to keep their seat belts fastened when travelling in the car. Children's behaviour is good. They enjoy taking responsibility by helping to tidy up, or getting out different toys. Children are beginning to

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

show care and concern for each other with hugs and sharing toys. They receive continual praise and reassurance from the childminder, which promotes their confidence and fosters their self-esteem. Their efforts and achievements are also acknowledged and praised with a 'high five', which children carry out with great zest and enthusiasm.

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

Children enjoy daily exercise as they visit the park, local groups and activity centres. This provides opportunities to test and challenge their physical skills using large equipment. Visits to local groups helps children to develop their social skills and prepares them for transitions to nursery and school. Children learn about the benefits of a healthy lifestyle as the childminder promotes their health well. They benefit from healthy, nutritious snacks and meals, which include lots of vegetables. The childminder gradually introduces children to new tastes and textures to encourage them to eat a wide range of foods and enjoy a well-balanced diet. The childminder knows the children and their preferences extremely well. For example, a child enjoys a whole banana because they insist on peeling it themselves whilst another prefers to eat small pieces at a time. Everyday routines, such as hand washing, develop children's self-care skills and help them learn about good hygiene

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provision

The childminder has a clear understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Statutory Framework for the Early Years Foundation Stage. She has completed a safeguarding course and is able to clearly outline the signs of abuse and the procedures for reporting concerns. The childminder places a strong emphasis on children's health, safety and general well-being. She makes sure that the environment is safe and secure through daily safety checks and more thorough risk assessments. As a result, children's safety is prioritised.

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provision

The childminder has an organised and professional approach to her business. She displays a good understanding of the learning and development requirements of the Early Years Foundation Stage. She carries out regular observations of the children and takes into account their needs and interests when planning activities. Effective systems are in place to monitor the educational programmes and children's progress. Therefore, she is confident that children are making good progress in relation to their starting points. The childminder understands the importance of sharing any concerns about children's development with parents and is committed to working with other agencies to provide any extra support needed.

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provision

The childminder is a keen and reflective practitioner who identifies future targets to improve her provision. However, her monitoring systems do not fully take account of the views of parents or children in order to ensure that the service is improved in line with their needs and requests. She has completed training, including first aid and child protection, and updates her skills and knowledge through specific courses, such as food hygiene. The childminder also has future plans to work towards gaining a childcare qualification. Very good progress has been made since the last inspection, as all actions and recommendations have been addressed, and the childminder is proud of her achievements. The childminder demonstrates a strong capacity to maintain continuous improvement.

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provision

Positive relationships between the childminder and parents helps to ensure an inclusive environment is provided and children's individual needs are met. The childminder has well established communication systems in place, which includes providing information to parents in their home language. She uses daily diaries, newsletters and text messages, in addition to daily chats with parents. Some children currently cared for attend other early years settings and effective links are made with the settings using a 'Me to you' book for sharing information. This ensures continuity and consistency in children's care and 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 EY366349 Local authority Manchester Inspection number 821133 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 5

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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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