Childminder in Oldham

Inspection date

Previous inspection date 24/01/2013 Not Applicable

p.1

early years provision

This inspection: 3 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 3

p.1

This provision is satisfactory

 Children are happy and settled. They confidently follow familiar routines and the childminder provides praise and encouragement to promote their good behaviour.  The childminder has a sound understanding of how to promote the health and safety of children in her care. Risk assessments and visual checks are completed, which enables children to use all of the downstairs of her home safely in their play.  Children develop confidence and independence skills as they choose from a wide range of toys and equipment.

p.1

It is not yet good because

 Assessments of children's progress are not robust, which means the childminder does not have an accurate understanding of what children know and can do, in order to fully support their next steps of learning  Children's speaking skills are not fully supported because the range and quality of play opportunities to encourage and build their vocabulary are inconsistent.

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 activities in the main lounge and kitchen/dining area.

p.2

Inspection activities

 The inspector spoke to the childminder at regular intervals throughout the inspection.

p.2

Inspection activities

 The inspector checked relevant documentation, including the childminder's policies and procedures, and certificates of registration and insurance.

p.2

Inspection activities

 The inspector took account of comments from parents supplied in a letter and via children's learning journals.

p.2

Information about the setting

The childminder was registered in 2012. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and son aged two years in a house in the area of Oldham. The whole of the ground floor and the rear garden are used for childminding. The family have a pet cat. The childminder is registered by Ofsted on the Early Years Register and the compulsory parts of the Childcare Register. The childminder is open every day, all year round. There are currently four children on roll and two are within the early years age group. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools. The childminder holds a National Vocational Qualification Level 3 in childcare.

p.2

must:

 improve assessment of children's learning, in order to gain a clear understanding of their levels of achievement and to plan meaningful learning experiences that support their next steps.

p.3

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

 expand children's speaking skills by allowing time to follow their lead together while developing their vocabulary, enhance the educational programme for communication and language by extending the range of their experiences.

p.3

who attend

Children are making sufficient progress in most areas of their learning and development. Overall, their learning and development is in line with the levels of development typical for their age. Consequently, children are obtaining the skills, attitudes and dispositions they need to be ready for school or the next stage of learning. The childminder observes children during their play. A learning journey folder with a useful pictorial record shows parents what their children do when they are with the childminder. It includes photographs and some of their art work that includes using paint and glue. The childminder has an awareness of the two-year-old progress check and she is starting to use the guidance 'Development Matters in the Early Years Foundation Stage' to help her identify their stage of development. However, assessment is not fully effective in helping children to make good progress in all areas of development. For example, by setting

p.3

who attend

challenging and interesting learning opportunities based accurately on what children know or monitoring any gaps they may have in their learning, especially in communication and language.

p.3

who attend

Children use a range of toys and practise pushing buttons and pulling switches to operate them. This results in children using their imaginations well as they wind up cars and drills on the mat. They move happily and confidently around the setting, as they begin to express themselves through actions and sounds. There are some labels around the home which identify everyday objects and helps children to tidy away after their play. Children enjoy books and enjoy the regular visits made to the local library to listen to story time. The childminder asks some questions to encourage children to think and share their thoughts and ideas. However, not all children's language development is progressing as well, as the childminder misses opportunities to ask skilful questions, in order to extend children's speaking skills and build their vocabulary.

p.3

who attend

Children are making suitable progress in their physical development. They have opportunities to play with equipment outside. For example, they play in the childminder's garden and have access to wheeled toys. They also learn about some aspects of diversity from around the world. For example, the childminder displays resources which help them begin to learn about differences in society.

p.4

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

The childminder makes appropriate interventions in children's play but also recognises when to allow them time to develop their own ideas. Children are happy and settled in the care of the childminder. She knows them and their families well and provides a welcoming and caring environment in which children are confident to explore their surroundings. She gathers and records relevant information from parents about the children's care routines, which enables her to successfully meet their individual needs.

p.4

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

Children develop confidence and independence as they choose from a wide range of toys and equipment and they concentrate well on their chosen activities. Children know where things are and confidently self-select resources from the low-level storage units and boxes. When engaging with children, the childminder sits on the floor with them to ensure she is at their level, maintaining eye contact with them. In turn, they respond positively and with enthusiasm to her. The childminder develops secure attachments with all the children, helping them to feel safe and valued in her care. Parents comment on how well their children have settled and enjoy her company. Good relationships are in place with the children she cares for and children's confidence and self-esteem is developing well as the childminder continually praises their efforts and achievements. Children show curiosity and listen to the childminder's explanations and instructions. They behave well because

p.4

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

the childminder implements clear rules and boundaries consistently. They are encouraged to share and take turns and mix very well with the childminder's own children.

p.4

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

Children are encouraged to develop healthy lifestyles as the childminder walks with them to a variety of places of local interest, such as the parks. The childminder provides healthy snacks and meals, and reinforces hand washing routines. She varies children's experiences and enjoyment by visits to group activities within the Children Centre. These outings help children to develop confidence and independence in situations away from their main setting and prepares them for when they move on to school. The childminder follows younger children's sleep and eating routines in consultation with the parents to ensure she meets and caters for their individual needs.

p.4

provision

The childminder has started to develop her knowledge of how to successfully provide an effective learning environment in line with the revised Early Years Foundation Stage. She has accessed some training about the welfare of the children and is reflecting on her experience in her role as a nursery nurse. All of the paperwork that is required for the safe and efficient management of the setting is maintained and the childminder reflects on what she does well. However, self-evaluation is not rigorous enough to identify areas for improvement. For example, the childminder has not identified that better methods to assess children's progress will drive improvement and have a real impact on the quality of the setting.

p.5

provision

Children are safeguarded appropriately because the childminder has a sound understanding of the signs that may cause her to have a concern about a child's safety. She has systems in place to obtain advice, guidance or support should she become concerned about a child's welfare. This helps to ensure children are protected from harm or neglect. She carries out risk assessments for the premises and any outings she takes children on. The childminder gently reminds children about ways to keep themselves safe, for example, by being careful about how they use equipment and toys.

p.5

provision

The childminder has sound relationships with the parents. Daily verbal exchanges and questionnaires help her build partnerships with them to ensure continuity in the children's care between the home and the setting. Written policies are shared with all parents and give them a further insight into how their child's care is organised. However, the sharing of children's progress is not fully established to enable them to further enhance children's experiences. The childminder is starting to work with the local Sure Start and obtain information from the local school to promote a consistent approach for the children who attend her setting.

p.5

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.5

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.6

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.6

Setting details

Unique reference number EY448974 Local authority Oldham Inspection number 811012 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 0 Number of children on roll 0

p.6

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.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.7

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.7

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.7

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.7

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.8

Type of provision

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

p.8