Childminder in Manchester

Inspection date

Previous inspection date 12/12/2012 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 are happy, motivated and eager to learn. They are very independent, making choices within their play, showing high levels of esteem and confidence in the setting.  Arrangements for safeguarding children are well embedded and clear policies and procedures are implemented consistently to ensure that children are kept safe and protected at all times.  Children are cared for in a stimulating, well-resourced environment which promotes their learning and provides them with activities that challenge and extend their thinking.  Children's individual care needs are met well by the childminder who takes great care in getting to know the children.

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It is not yet outstanding because

 Parents are not consistently encouraged to contribute to their children's learning records and are not fully informed about ways that they can support their child's learning at home.  The childminder has not fully considered using peer observations, with her co- childminders, in order to learn from each other and monitor and evaluate their practice.

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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's activities in the main playroom.

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Inspection activities

 The inspector held discussions with the childminder and her co-childminders at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at various documents, including policies and procedures, observations and assessments and children's records.

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Inspection activities

 The inspector took account of the views of parents from written statements and questionnaires.

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Information about the setting

The childminder has been registered since 1997 and works with two other registered childminders at her co-childminders home address in Burnage, Manchester. The whole of the ground floor, which includes a playroom, is used for childminding purposes with bathroom facilities situated on the first floor. A fully enclosed rear garden is available for outdoor play. The childminder is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register.

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Information about the setting

There are currently three children on roll who attend either on a full or part-time basis. Of these, two are within the early years age group and one is a school-age child who attends before and after school and during school holidays. The childminder also cares for children over eight years of age. The childminder operates from 7.30am until 6pm, Monday to Friday all year round except for one week in the summer and one week at Christmas.

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Information about the setting

The childminder is accredited to receive early years education funding for three- and four- year-old children. She is a member of the National Childminding Association and holds an early years qualification at level 3.

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

 develop existing systems for sharing information with parents by strengthening the contribution they make to their child's assessment of their learning and development

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

 build on existing systems of self-evaluation and consider the implementation of a peer observation system to further enhance the evaluation of their own and their co-childminder's practice.

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who attend

Children are happy and motivated to learn as they are provided with a wide range of interesting and challenging activities and experiences to meet their individual needs. The childminder has a good knowledge and a clear understanding of how children learn. The well-resourced environment is linked to the seven areas of learning and supports and extends children's learning. There is a sharp focus on helping children to acquire communication and language skills, supporting physical, personal, social and emotional development. As a result, they gain the skills and abilities to prepare them well for school and future learning. The childminder completes observations and assessments on children, which covers all areas of their development. Activities are planned for and informed by the observations undertaken which ensures their individual needs are consistently met and assists children in making good progress in relation to their starting points.

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who attend

Babies freely explore their environment and seek out their favourite toys. They develop their physical skills as they press the buttons on the camera and move sideways along the furniture. Babies develop their health and self-care needs as they actively cooperate with hand washing and try to put their own socks on. They independently hold a cup with both hands and use appropriate cutlery to feed themselves. Babies are beginning to use single words, such as 'mummy', and also use facial expressions and gestures to communicate their needs and feelings. For, example they express their delight by clapping their hands and respond to the childminder by blowing kisses.

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who attend

Children develop their communication and language skills as they take part in regular discussions and conversations with the childminder during their play. They particularly enjoy daily story times; listen intently, answer the childminder's questions and eagerly anticipate what will happen next. Children develop their large muscle control, balance and coordination as they have opportunities to run, jump and ride wheeled toys in the garden and use larger climbing equipment during regular visits to the local play centre. They develop their small muscle control as they explore toys with buttons to press and participate in drawing and painting activities.

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who attend

The childminder links closely with parents and shared information in relation to their children's development, routines and necessary interventions, such as the need for external support. Parents are provided with daily diary sheets to make links between the home and setting. However, there is scope to extend and involve parents further in children's learning and encourage them to contribute to their learning records in order to help them support and enhance their children's development at home.

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

A warm and caring environment is created in which children are supported by the consistent routines and the effective, trusting relationships they share with the childminder and her co-childminders. As a result, babies and children are confident to socialise and interact with unfamiliar adults. The child-centred environment is attractively decorated with children's artwork, photographs and wall displays. This supports children in feeling valued and respected for their individuality, which in turn enhances their emotional well- being. Children have an individual drawer for their belongings and readily access their own clothing as they develop their sense of belonging. All children, including babies, show a strong sense of self and actively explore their environment. For example, babies move across the room rapidly to access their favourite toys that excite them.

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

Children respond to appropriate boundaries with encouragement and support because the childminder maintains a consistent approach to help children manage their feelings and behaviour. They respond confidently to lots of positive interaction from the childminder as she praises them for their achievements and when they carry out tasks independently. Their good behaviour is extremely well promoted as they readily listen to adults and respond appropriately, such as when being asked to tidy up to get ready for lunch time. The childminder helps children to manage their own behaviour as she teaches them to share and explains why they need to take turns.

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

The childminder places a strong focus on keeping children safe, both indoors and outdoors. Children practise regular fire drills so that they know what to do in the event of an emergency. They learn about the importance of road safety on outings and on their walks to and from school. Children are taught from a very young age how to keep themselves safe. For example, young children know to hold on to the pram when out walking while older children know that they must hold hands and stay together. Their knowledge of road safety is further enhanced as they learn how to use the pedestrian crossing and about the role of the school crossing person.

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

The childminder implements effective hygiene policies and procedures and role models good hygiene practices with the children. Children are competent and confident at managing their own personal care needs. For example, they independently wash their hands, use the bathroom and brush their teeth after meals. Babies are competent at feeding themselves and demonstrate their growing independence as they turn away from the childminder when she tries to help them. Children are encouraged to drink water and are provided with nutritious and healthy snacks and meals, such as fresh fruit, vegetables and homemade pasta dishes. Children have access to regular drinks and are safe, warm and comfortable because the childminder responds quickly to their individual care routines. Children's health needs are well met through regular exercise including walking, trips to the park and outdoor physical play.

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provision

The childminder has a secure knowledge of how children learn. Babies are well supported to achieve their goals because the childminder plans activities and experiences to meet their individual needs. For example, she places the furniture closer together as an aid to help them practise their physical skills as they learn to walk. She demonstrates a clear understanding of her responsibilities to meet the requirements of the Early Years Foundation Stage. Detailed and effective planning and assessment across the seven areas of learning ensures that all aspects are fully included. Observations are precise and accurate and effectively demonstrate children's learning and progress.

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provision

Children's individual needs are quickly identified through positive partnerships with parents. Parents speak highly of the childminder and express their satisfaction with the service provided. They comment very positively about the care their children receive. They state that the childminder is approachable, friendly, helpful and supportive and they value the time spent with them when children are settling in. They comment about how happy the children are and that they are developing well. The childminder understands the importance of working with outside agencies and professionals to ensure all children receive appropriate support and intervention when necessary.

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provision

The childminder has a secure knowledge and understanding of safeguarding and the procedures to follow in the event of a concern. Clear and robust policies and procedures are known and understood which ensures they are consistently implemented. As a result, children's safety is well promoted and they are protected from harm. Detailed risk assessments and daily checks ensure that children can learn and play in a safe environment. The childminder is enthusiastic and committed to her childminding role. She has positively responded to recommendations from her previous inspection. For example, procedures are now in place for the childminder to share children's learning records with parents to ensure they are informed of their children's progress. The views of parents and children are included within the self-evaluation process and their ideas and suggestions are listened to and acted on. However, although the childminder works very well with her co-

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provision

childminders she has not fully considered using peer observations in order to learn from each other and evaluate their practice through honest and critical feedback and reflection. The childminder is an active member of the childminding network and attends regular meetings to strengthen her knowledge of the Early Years Foundation Stage and share good practice with other early years providers.

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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 500537 Local authority Manchester Inspection number 819311 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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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. 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

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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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