Childminder in Manchester

Inspection date

Previous inspection date 12/12/2012 12/12/2008

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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

 The childminder understands how children learn and supports all children to make good progress through child-initiated and adult-led activities. The accessible resources are developed to meet children's individual needs, interests and learning requirements.  Children's self-esteem and confidence is well promoted through the consistent use of praise and encouragement by the childminder.  The childminder provides a warm, welcoming and stimulating environment in which children are secure, happy and confident to express themselves.  The childminder fully understands the safeguarding and welfare requirements of the Early Years Foundation Stage. Systems in place for safeguarding children are strong, well embedded and implemented consistently.

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

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Information about the setting

The childminder registered in 2008 and works with two other registered childminders. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her mother, who is also a registered childminder, father and adult sister in the Burnage area of 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 family have a dog.

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Information about the setting

There are currently six children on roll who attend on a full-time and part-time basis. Of these, three are within the early years age group and three are school-age children who attend before and after school and during school holidays. The childminder also cares for children over eight-years-old. 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:

 strengthen the existing partnerships with parents to encourage them to consistently contribute to children's learning records to help them to support their children's development at home

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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

The childminder has a secure knowledge of the seven areas of learning and children are well supported in their learning. They have access to a wide range of interesting and challenging experiences to support their individual learning and development needs. Children are well supported in the prime areas of learning which enables them to gain the skills and abilities they need for future learning. They develop their personal social and emotional skills as they learn to take turns and share and begin to understand the needs and feelings of others. Children freely access the space available and a wide range of resources which successfully promotes their independence skills.

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who attend

They develop their communication and language skills through regular conversations with the childminder, her co-childminders and their friends during their play. During activities and storytelling sessions the childminder supports children in extending their understanding and vocabulary though the use of skilful questioning techniques and explanations. For example, while playing with the artificial snow she encourages them to describe how it feels and introduces new words, such as 'expanding'. This means that children gain confidence in using new words and sounds for themselves, understanding their meaning and context. Children are given opportunities during creative activities to express their own thoughts and ideas through exploring a variety of materials. For example, they choose to create collage pictures to represent their ideas of cold weather using assorted shades and textures of blue, white and silver paper. The childminder fully

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who attend

understands that the process is far more important than the end product and celebrates and praises children's creativity.

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who attend

Children develop their large muscle control, balance and coordination as they have opportunities to run, jump and ride wheeled toys in the garden. They also use larger climbing equipment during regular visits to the local play centre. Babies and young children develop their small muscle control through opportunities to explore toys with buttons and use small scoops and spades to fill and empty containers. Children develop their imaginative skills particularly well because the childminder utilises and builds on their individual interests to motivate them to learn. For example, children use action figures brought from home to recreate their own stories based on their own first-hand experiences.

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who attend

Detailed and effective planning and monitoring across the seven areas of learning ensures that all aspects are fully included. Information obtained from parents, when children start to attend, is used effectively as a starting point for children's development and learning. 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. The childminder plans activities and experiences for children based on the seasons, which are supplemented by plans for individual children's needs and interests based on focused observations. Each child has their own learning record and the childminder has a comprehensive knowledge of children's current and future development needs. Regular conversations with parents and sharing information about what children have been doing on a daily basis ensures parents

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who attend

are kept fully informed of their child's progress.

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

Children enjoy a warm and close relationship with the childminder and her co- childminders. The childminder praises them for their achievements and when they carry out tasks independently and they respond positively to the attention and affection they receive. As a result, they feel safe and secure and are confident to socialise and interact with unfamiliar adults. Young children begin to respond to appropriate boundaries with encouragement and support because the childminder maintains a consistent approach to help children manage their feelings and behaviour. They become sociable away from the childminder's home as they meet with other adults and children at the playgroups, local school and visit places of interest within the local community.

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

Children settle well, are happy and thoroughly enjoy their time with the childminder. On starting information is gathered from parents about children' individual likes, dislikes and care routines. This is then used to ensure that children's individual needs are met. As a result, children are safe, warm and comfortable because the childminder responds quickly to their individual care routines. Children adopt good health and hygiene routines through positive role modelling by the childminder. The childminder ensures that the environment is clean and hygienic and implements effective hygiene policies and procedures. She role models good hygiene practices with the children and 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. They are encouraged to drink water and are provided with nutritious and healthy snacks and meals, such as fresh fruit

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

and vegetables and homemade pasta dishes. Children's health needs are well met through regular exercise including walking, trips to the park and outdoor physical play.

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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 to understand about the importance of road safety during walks to and from school. Younger children are taught to hold on to the prams while older children understand the need to hold hands and stay together, learning how to use the pedestrian crossing appropriately.

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provision

The childminder has a good knowledge of how to protect and safeguard children and a secure understanding of her responsibilities to meet the safeguarding and welfare requirements. For example, there are robust policies and procedures for safeguarding, risk assessments and meeting children's welfare needs. As a result, children's safety is promoted well and they are kept safe from harm. The childminder is fully aware of what to do and who to contact if there are any concerns. The safeguarding policy is available to parents to make them aware of the childminder's safeguarding responsibilities. Detailed risk assessments and daily checks carried out ensure that children can play and learn in a safe environment.

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provision

The childminder has previous experience of working in early years settings which has enabled her to have a secure knowledge of the educational programmes and how children learn. Detailed and effective planning and consistent monitoring across the seven areas of learning ensures that all aspects are fully included. Observations and assessments are accurate and precise and effectively demonstrate children's learning and progress. Partnerships with parents are good and parents make comments to the childminder about how happy they are with the care and education their children receive and the service she provides. Written testimonials state that they are particularly impressed with how children make close relationships with the childminder and other children, adopt a healthy lifestyle and make close links with the local community. The childminder fully understands the importance of working in partnership with outside agencies and professionals to ensure all

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provision

children all children receive appropriate support and intervention when necessary.

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provision

The childminder is enthusiastic and committed to her role of working with children. She has positively responded to the recommendations from her previous inspection. As a result, children's learning and progress has been enhanced. The childminder has completed a self-evaluation form which identifies the strengths and weaknesses of the provision. The views of parents and children are included and their ideas and suggestions listened to and implemented. However, although the childminder works very well with her co-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. She attends regular meetings to strengthen her knowledge of the Early Years Foundation Stage and share experiences of 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 EY370749 Local authority Manchester Inspection number 821252 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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