Childminder in Tameside

Inspection date

Previous inspection date 02/01/2013 Not Applicable

p.1

early years provision

This inspection: 2 Previous inspection: Not Applicable 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

p.1

This provision is good

 Children are happy, interested and eager to learn. They demonstrate their confidence as they settle quickly and make independent choices from the wide range of good quality resources.  The educational programmes are well planned by the skilful childminder to cover all seven areas of learning and to provide challenging, interesting and motivating experiences for all children.  The childminder places a strong focus on helping children to acquire communication and language skills and supporting their physical, personal and social development to ensure they are well equipped with the skills they need for future learning.  Partnerships with parents, external agencies and other early years providers are strong and make a good contribution to meeting children's individual needs.

p.1

It is not yet outstanding because

 Additional training opportunities are not yet targeted to help the childminder continue to build on her already good existing knowledge, expertise and practice.  The arrangements for self-evaluation are not yet fully embedded to strongly improve achievement for all children over a sustained period of time.

p.1

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.

p.2

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.

p.2

Inspection activities

 The inspector observed children's activities in the main playroom.

p.2

Inspection activities

 The inspector held discussions with the childminder at appropriate times throughout the inspection.

p.2

Inspection activities

 The inspector looked at various documents including policies and procedures, planning, observation and assessment systems and children's individual learning records.  The inspector took account of the views of a parent from a written questionnaire.

p.2

Information about the setting

The childminder was registered in 2012 on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her three children aged 14 years, five years and nine months in the Ashton-Under-Lyne area of Tameside. All of the ground floor and first floor bathroom of the property is used for childminding. There is a fully enclosed rear garden available for outdoor play. There are currently four children on roll, three of whom, are within the early years age range and one is a school-age child who attends before and after school and during school holidays. The childminder operates from 7.30am until 5.30pm Monday to Friday all year round.

p.2

Information about the setting

The childminder has links with the local schools and pre-schools.

p.3

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

 improve the current systems of professional development to include a targeted programme to strengthen her already good understanding and practice and delivery of the Early Years Foundation Stage

p.3

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

 build on existing systems of self-evaluation to strongly improve achievement for all children over a sustained period of time.

p.3

who attend

The secure monitoring of the educational programmes ensures the provision of a wide range of activities to support children's development across all areas of learning. Teaching is effective and rooted in the childminder's secure knowledge of the Early Years Foundation Stage and how children learn. The childminder completes comprehensive observations and assessments on children, covering all areas of their development. Starting points are assessed on entry and a period of observation is undertaken to determine what children can do and activities are planned and adapted to meet their individual needs. For example, older children use scissors independently in a cutting activity, whilst younger children are supported to practise their skills with the help of the childminder.

p.3

who attend

The childminder is skilful in ensuring that she plans activities and experiences that are linked in order to consolidate children's learning. For example, when they learn about animals and farms, children go on a visit to feed the horses, complete animal jigsaws, dress up and pretend to be farm animals and sing farm songs. As a result, children experience a broad and balanced curriculum across all areas of learning and make good progress in relation to their starting points. Children whose starting points were below expected levels in some areas of learning on entry, make good progress which demonstrates how the childminder is successfully narrowing the achievement gap for all children. Children clearly enjoy their time with the childminder and are motivated to learn in the stimulating and exciting indoor and outside environment.

p.3

who attend

Parents are fully involved in their children's learning through daily conversations and a constant flow of two-way information sharing about children's learning and development. The childminder tells parents about what their children have been learning about so that parents can support children's learning at home. In addition, parents talk to the childminder about their children's development and personal interests so that the childminder can plan for their next steps in learning. Children's learning records are shared with parents on a regular basis to keep them fully informed of their children's progress.

p.4

who attend

The childminder places a strong focus on supporting children in the prime areas of development which provides them with the skills and abilities they need for successful future learning. Children 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. They choose their own resources from well-organised storage boxes of equipment which are stored at child height for easy access to promote their independence skills. The childminder supports children's communication and language skills as she extends their vocabulary by teaching them new words. For example, she introduces the words 'soft' and 'fur' as children explore the texture of a toy dog by stroking it on their face. The childminder uses visual cues and props to support children's understanding of stories and rhymes. For instance, she enhances the story about vehicles through the use of resources

p.4

who attend

such as diggers, tipper trucks and tractors. The 'Ten in a bed' rhyme is enriched and brought to life as children are actively involved as they take the teddies out of the bed one by one.

p.4

who attend

Children are supported extremely well in developing their physical skills because the childminder provides a wealth of resources, both indoors and outdoors to help them do this. For example, they develop their large muscles, balance and coordination as they climb, slide, ride wheeled toys, swing and play ball games. They develop their small muscle control as they explore mark-making materials both indoors and outdoors, use scissors and paintbrushes and push buttons on toys.

p.4

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

The welcoming, child-centred environment is attractively decorated with children's art work and wall displays. In addition, the friendly and reassuring childminder reinforces the fact that children are valued, which in turn enhances their emotional well-being. Children settle well into the provision because the childminder is fully aware of each child's individual routines, comforters, sleep and feeding habits. This information is gathered initially from parents on induction and subsequently by knowledge gained from detailed observations of the children. Through close links with parents, changes are discussed and plans updated to reflect the change in children's overall development, especially across the prime areas of learning. As a result, children's individual welfare needs are consistently and effectively met. The sensitive, caring interaction between the childminder and children ensures that all

p.4

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

children form positive and trusting relationships. Children thoroughly enjoy regular one-to- one times with the childminder when they cuddle up on the floor to read books, sing songs and interact in play which gives them further opportunities to form strong emotional attachments. Children go to the childminder for reassurance and cuddles, which provides them with a secure and safe environment for them to develop their confidence and self- esteem. Children demonstrate a strong sense of self and actively explore their environment. For example, young children are overjoyed as they realise they can see their reflection in the kitchen floor tiles and excitedly share the experience with the childminder.

p.5

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

The childminder places a strong emphasis on her responsibilities to keep children safe within the environment. It is well organised and toys and equipment are regularly checked for sharp edges and breakages to ensure that children can access them independently and safely. Resources are thoroughly cleaned and disinfected to ensure they are free from germs. Children have their own face cloth and towel to reduce the risk of cross- contamination.

p.5

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

Young children are beginning to develop good self-help skills as they cooperate with care routines, such as putting on their shoes and aprons. These skills prepare children for their transition to school. They learn about making healthy choices as they are provided with nutritious meals and snacks, such as crumpets, fruit, yogurts and pasta dishes. Children learn to behave appropriately, from the positive role modelling of the childminder and from each other. The childminder uses consistent and effective strategies that provide clear guidance for children about acceptable behaviour. Children learn to cooperate and collaborate with each other, take turns and share fairly.

p.5

provision

The childminder has a good knowledge and understanding of how to protect and safeguard all children. For example, there are robust policies and procedures for safeguarding in place which are consistently implemented. Risks are managed well and the childminder has a secure understanding of the safeguarding and welfare requirements. She is aware of what to do and who to contact if there are any safeguarding concerns. Parents are given a copy of the safeguarding policy which they sign to say they have read and understood. As a result, children's safety is effectively promoted.

p.5

provision

The childminder has a good overview of the curriculum and provides children with a broad range of activities and experiences to help them progress towards the early learning goals. She has a good knowledge of how children learn and plans activities according to their individual needs and interests. The childminder assesses children from their starting points and can see where children's future learning needs are required. Assessment of children is accurate and precise and they quickly progress in their learning.

p.5

provision

Self-evaluation takes into account the views of parents through feedback from written questionnaires. The childminder is well aware of the strengths and weaknesses of the provision and constantly evaluates the environment to ensure that children's needs are consistently met. However, the arrangements for self-evaluation are not yet fully embedded to demonstrate the capacity to strongly improve achievement for all children over a sustained period of time. This is because the childminder has only recently begun minding. The childminder demonstrates a commitment to her own professional development. She has completed the basic childminder registration training and mandatory training in first aid, food hygiene and safeguarding. The childminder is proactive in gathering information to support her practice through advice from the local authority and continually updates her knowledge through comprehensive reading of

p.5

provision

relevant early years materials. However, systems for managing professional development are not yet targeted to help the childminder continue to build on her already good existing knowledge, understanding and practice.

p.6

provision

The childminder consistently monitors her routines and planning in order to meet children's learning needs in line with the seven areas of learning. She adopts a caring and sensitive approach in dealing with any gaps in children's learning that she may identify. Partnerships with parents, external agencies and other providers are extremely effective and make a very strong contribution to meeting children's needs. The childminder seeks appropriate interventions to ensure all children receive the support they need. Parents comment very positively about their satisfaction of the service they receive. For example, they state that their children are very happy with the childminder; they enjoy 'messy activities' and that they are impressed with their children's progress in a relatively short space of time. As a result of effective partnerships with parents, children's learning and progression is further enhanced.

p.6

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

p.6

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.

p.6

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.

p.7

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.

p.7

Setting details

Unique reference number EY446685 Local authority Tameside Inspection number 806252 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 4

p.7

Name of provider

Date of previous inspection Not applicable

p.7

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.8

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,

p.8

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’.

p.9

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.9