Childminder in Stockport

Inspection date

Previous inspection date 13/02/2013 14/05/2009

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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 is well informed and has a good knowledge of the Early Years Foundation Stage, child development and the areas of learning, which she translates successfully into practice.  Arrangements for safeguarding children are well embedded and clear policies and procedures are implemented consistently.  Children are provided with a warm, welcoming and stimulating learning environment in which they are happy, eager and motivated to learn. They benefit from a broad range of good quality resources and materials that support their learning and development.  Partnerships with parents and other providers are well established and effective and make a strong contribution to meeting children's needs.

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It is not yet outstanding because

 There is scope to improve the arrangements for monitoring planning and assessment to make sure they extensively show knowledge of children's skills, abilities and progress.  Information gained from parents with regard to children's starting points does not always provide the childminder with the extremely detailed information she requires to help her to plan for children's future learning needs.

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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 lounge and kitchen.

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Inspection activities

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

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Inspection activities

 The inspector looked at various documents including policies and procedures, planning, observation and assessment systems and children's individual learning records.

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Inspection activities

 The inspector took account of the views of a parent spoken to on the day of the inspection.

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Information about the setting

The childminder was registered in 2002. She lives with her husband and two children aged 13 and 17 years. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The family live in a town house in the Offerton area of Stockport. The whole of the ground floor and first floor are used for childminding purposes. There is a secure rear garden available for outdoor play. The family have a pet dog and a rabbit.

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Information about the setting

There are currently 11 children on roll, six of whom are in the early years age group and five are school age children who attend before and after school and during school holidays. The childminder operates from 7am to 6pm, Monday to Friday, all year round. The childminder holds an early years qualification at level 3. She is the lead childminder for a weekly childminding support group and attends network meetings as she is a network childminder in Stockport. The childminder occasionally works with an assistant.

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

 build on existing methods for gathering information from parents on entry, for example, by reviewing the 'All about Me' booklet, to enable an extremely accurate picture of children's starting points and rigorously plan for children's future learning

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

 enhance the arrangements for monitoring observations and planning in order to strengthen the already good knowledge of all children's skills, abilities and progress.

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who attend

Children are enthusiastic, eager and motivated to learn in this good quality provision. Their learning and development is significantly enhanced by the childminder who has a very good understanding of how to capture children's interest and recognises fully that children learn through play. Teaching is rooted in a comprehensive knowledge of the Early Years Foundation Stage and how children learn which ensures that children make good progress towards the early learning goals. Children have access to a broad range of high quality resources and challenging experiences to support their individual learning and development needs.

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who attend

The childminder places a strong focus on helping children to acquire communication and language skills, supporting physical and personal, social and emotional development in order to help them make good progress in relation to their starting points. As a result, children are well prepared for school and their next stage of learning. Babies develop their personal, social and emotional skills as they engage in interactions and explore the environment with the support of the childminder. For example, babies crawl rapidly towards the basket of books because they are excited by them. Older children share and take turns, play cooperatively and begin to respect the feelings of others. Children attend various toddler groups, childminding groups and the library which has a positive impact on their ability to socialise with adults and children away from the childminder's home. Older children demonstrate a caring, sensitive and positive attitude towards the needs of babies

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who attend

and younger children. For example, they recognise when babies are finding something difficult, such as putting shapes in the shape sorter, and support them to achieve their goal. Children respond to the childminder's positive praise and encouragement for their achievements which promotes their confidence and self-esteem.

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who attend

The childminder develops children's communication and language skills through consistently talking to them during their play and daily routines, such as hand washing and mealtimes. Children's communication and language skills are significantly enhanced because the childminder is part of the 'Every Child a Talker' programme'. She puts the knowledge she has gained from the programme into practice, for example, quiet, cosy, den areas are now available where children can rest, relax and read stories to each other. Children's language development is successfully promoted because of the childminder's infectious enthusiasm for singing songs and rhymes. Children are provided with puppets and props to support their singing sessions, which enables children to choose their favourites. For example, they choose a mouse from the bag and sing 'Hickory, Dickory, Dock'. All children, from babies to older children, are thoroughly engaged in the activity

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who attend

and squeal and laugh with enthusiasm as they take part in the actions. They particularly enjoy playing 'Sleeping Bunnies', when they lie on the floor whilst the childminder waves a blanket over them. Babies and children participate in the song and shout with anticipation as they wait for the time to 'wake up' and move around the room.

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who attend

Children develop their large muscle control, balance and coordination through regular walks and riding wheeled toys in the garden. They have regular access to the local park and children's centre where they use larger climbing equipment, swings, slides and rocking horses. Children develop their small muscle control through opportunities to explore toys with buttons to press and books with flaps to open, and use tools, such as scissors and writing implements.

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who attend

The childminder completes observations and assessments which accurately demonstrate children's current and future learning needs. She plans for children's individual interests and stage of development based on information gathered from parents in the 'All about Me' book. However, the information provided can be inconsistent at times and therefore, does not always enable the childminder to accurately plan from children's individual starting points. Parents are encouraged to support and share information about their children's learning at home. For example, through daily conversations, contributions to children's learning records and access to children's individual files. Consequently, parents are kept fully informed of their children's progress. Effective partnerships with parents and other providers are very strong and make a significant contribution to meeting children's needs. The childminder liaises very closely with the nursery which children also attend. For

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who attend

example, children's learning and development records are shared between the two providers and as result, their learning is fully complemented and consolidated.

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

The childminder is caring, skilled and sensitive and supports children to form strong, secure emotional attachments. She provides a good base to promote their personal, social and emotional development. For example, they begin to express their own personal needs when feeling tired, or wanting a drink. Babies and young children's faces light up as soon as they see the childminder and their behaviour demonstrates that they are happy, content and feel safe and secure within the environment. Children explore their environment with confidence and begin to learn about safety and assess any risks. They become aware of the outdoor boundaries when at parks and playgrounds and when out walking. The childminder teaches children about road safety and takes them to visit the local fire station where they tour the station, investigate the fire engines and watch a video about fire safety. Children are encouraged to take risks and understand the

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

consequences of what happens if they are not careful. Older children are sensitive to the needs of the younger children, they independently close safety gates and are instinctively mindful of the dangers of small toys and pieces of equipment.

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

Babies and children settle well with the childminder because she ensures that she has detailed information from parents about their likes, dislikes, comforters and daily routines. The 'settling-in' procedure enables children to take the time they need to feel safe and secure with the childminder and supports parents to confidently leave their children in her care. Children separate from their parents on arrival with confidence and demonstrate their sense of security as they explore the environment and resources independently. Babies express their feelings if they are tired, hungry or cross and seek the comfort of the childminder if they are upset. As they arrive, they bounce up and down with excitement and lean towards the childminder, indicating that they want her to pick them up. Young children begin to respond to appropriate boundaries with encouragement and support because the childminder maintains a consistent approach to help children manage their

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

Children develop their self-help skills well as they cooperate with care routines, such as washing their hands and learning to feed themselves. Children make very close relationships with the childminder and each other and demonstrate a helpful attitude, for example, they help to sweep up crumbs off the carpet and wipe the table after snack time. Children's health needs are well met through opportunities for regular fresh air and exercise, including regular walks and visiting places of interest in the area. For example, the childminder takes them to feed the ducks at the park, visit farms, travel on buses and trains and explore the woodland areas. Children are provided with healthy snacks, such as fruit and toast and milk or water to develop their understanding of the need for a healthy diet. Parents provide packed lunches for their children and the childminder works in partnership with them to encourage them to provide healthy foods.

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

The childminder has good hygiene routines in place and role models good hygiene practices to teach children about being healthy. She ensures the environment is clean and hygienic and talks to children about germs on their hands. A sign is displayed in the bathroom to remind children to wash their hands to get rid of germs. Children understand that they need to wash their hands before they take part in a baking activity. They access the bathroom independently and manage their own needs. Children learn about dental hygiene from the dental practitioner at the children's centre. They explore and investigate the implements and dress up in a dentists costume to enrich their knowledge and understanding.

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provision

The childminder is enthusiastic, dedicated and fully committed to caring for children. She has high aspirations for the quality of the provision to ensure that all children achieve their full potential. The effective self-evaluation system takes into account the views of parents and children and their ideas and suggestions are valued, responded to and acted upon. The childminder has completed a self-evaluation form which thoroughly identifies strengths and weaknesses and targeted areas for improvement. All recommendations and actions from the last inspection have been successfully addressed, for example, parental permission is now gained for the childminder to seek medical advice and treatment in the event of an emergency and all relevant documentation is in place. She shares good practice with other childminders at the network childminders group, gathers information from the local authority development worker and attends regular seminars and training

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provision

courses to update her knowledge and improve her practice. As a result, children continue to access a good quality learning experience that meets all individual needs.

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provision

The childminder places a strong emphasis on her responsibilities to keep children safe. The arrangements for safeguarding children are well embedded and she has a clear understanding of what to do and who to contact in the event of a cause for concern. The childminder has completed safeguarding training and continues to access new information in this area to ensure her knowledge and understanding is kept up-to-date. Detailed organisational policies and procedures are implemented successfully and maintain children's safety and well-being. All health and safety systems are in place and the childminder has completed training including first aid and food hygiene, to enhance her skills and knowledge. The maintenance of the premises and risk assessment procedures ensure that children can play and learn in a safe environment.

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provision

The childminder has a good overview of the curriculum and provides children with a broad range of activities and experiences to help them make good 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 on entry and can see where children's future learning needs are required. However, the information gained from parents prior to entry to the provision, is sometimes inconsistent. Consequently, it does not always provide the childminder with an indepth picture of children's starting points to enable her to plan for children's future learning. However, the childminder's assessment of children is accurate and precise and they quickly progress in their learning.

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provision

Partnerships with parents are is strong, which results in children's individual needs being met. They have access to a wide variety of organisational policies and procedures and know what to do and who to contact if they have any concerns. The childminder provides a wealth of information for parents, including providing newsletters to explain what their children are learning about. Posters about the Early Years Foundation Stage and information about events taking place at the children's centre are also available. The childminder fully understands the importance of working in partnership with external agencies and services to seek appropriate interventions when necessary. Effective partnerships with other providers and schools ensure that children are well prepared for the next stage in their learning and supported successfully in the transition process. Parents comment very positively about the childminder and the care and education the

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provision

childminder provides. They state that she 'informs them about their children's learning and development on a regular basis', that she is 'warm, caring and experienced' and is like 'a member of the family'.

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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 EY224217 Local authority Stockport Inspection number 819580 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 9 Number of children on roll 11

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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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