Childminder in Stockport

Inspection date

Previous inspection date 18/02/2013 Not Applicable

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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

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This provision is satisfactory

 The childminder offers a welcoming environment and builds warm relationships with children, which helps them to settle well.  Children are well supported for the next stages in their learning as positive relationships are established with other early years professionals so that they can enjoy consistency in their learning.  The children's health and well-being are prioritised. The childminder ensures they can enjoy healthy meals and snacks which promote their good health.  Children develop good self-help skills as the childminder prioritises this, making sure that they can learn to take care of their own personal needs.

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It is not yet good because

 Children's starting points are not identified with parents so information from home is not used effectively to support the educational programmes, in order to ensure the best progress possible.  Information in the childminder's safeguarding procedures does not completely reflect current requirements in order to ensure parents are aware of how mobile phones and cameras are used in the setting.  The systems to monitor and evaluate the provision have not been fully implemented to identify key areas for improvement to help children make progress.

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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 activities indoors and in the outdoor area.

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Inspection activities

 The inspector held meetings with the provider at appropriate times in the day and spoke with the children.

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Inspection activities

 The inspector looked at children's observation and assessment records, planning records, evidence of suitability of adults in the household and a sample of policies and other documentation.  The inspector took account of the views of parents through questionnaires.

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Information about the setting

The childminder was registered in 2012 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged eight and five years in the Hazel Grove area of Stockport. The whole of the ground floor of the house, except for the utility room is used for childminding. There is a fully enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools.

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Information about the setting

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 and pre-schools.

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Information about the setting

There are currently four children on roll, of whom three are in the early years age group and attend for a variety of sessions. She operates for 51 weeks of the year from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the National Childminding Association.

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must:

 improve communication with parents to ensure that starting points in relation to children's learning and development abilities are identified so that the childminder can plan effectively for each child  review the safeguarding procedure to cover the use of mobile phones and cameras in the setting and share this with parents.

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

 develop existing systems to assess the strengths and weaknesses in the provision to ensure areas for future improvement are accurately targeted.

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who attend

The childminder's home offers a welcoming and motivating learning environment which is well-organised to meet the needs of the children. She offers a bright and friendly atmosphere with space which is child orientated. The childminder has a sound understanding of the Statutory Framework for the Early Years Foundation Stage which enables her to offer sufficient support to children's learning and development. She makes observations and assesses what the children do during their time with her. However, she does not take into account what children already know and can do on entry so that activities are not always challenging enough to help all children make the best progress possible. The childminder completes the progress check at age two where appropriate. This helps to identify strengths and areas where there are any concerns so that support can be put in place if necessary. All parents are kept well informed about their children's

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who attend

progress through learning records which ensures continuity between the childminder and home. The children acquire the skills and capacity to develop and learn sufficiently, and to be ready for the next stages in their learning when they begin school. Children are working comfortably within the expected developmental stage.

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who attend

The development of communication and language is prioritised by the childminder. For example, she repeats words for younger children, talks to them about what they are doing throughout the day and introduces new words, such as 'through' and 'over' to extend their vocabulary. Early mark making and letter recognition skills are encouraged in a variety of ways as children paint, use crayons and recognise their name on the place mat at lunch time. Children express their creativity as they make faces using paper plates and collage hedgehogs with tissue paper and use their imaginations as they play with the castle and figures.

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who attend

The childminder provides a variety of interesting activities which capture children's interest and helps them make suitable progress. For example, the childminder supports children's enthusiasm as they dig in the garden looking for bugs. They squeal with excitement as they find a worm wriggling in the ground and transfer it to a viewing dish for closer inspection with a magnifying glass. The children delight in feeding the ducks which helps them understand the needs of other living creatures. Such activities effectively support their sense of exploration and understanding the world. Teaching methods are satisfactory as the childminder uses the daily routine to help children learn to count. She encourages them to count the trains on the track and the number of pieces of sandwich on their plate. This supports their mathematical development as older children clearly explain they prefer quarters to halves. The childminder follows children's interests so that they do not become

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who attend

bored or lose interest in their learning.

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

Transitions between home and the childminder are supported with the thorough identification of care needs so that the childminder knows each child as an individual, their needs, likes and preferences. She develops close, caring relationships with the children in her care takes an obvious interest in everything they say and do. As a result, children settle well, are emotionally secure and confident in the home. Consequently, they enjoy their time with her, are happy to attend and eager to learn.

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

The childminder ensures there is a good balance of adult-led and child-initiated activities which engage the children's interest. The wide range of quality resources are attractively and thoughtfully organised in low level shelving units for easy access to enable all children to safely make their own choices. This promotes their confidence and independence and allows them to direct their own play. All children are included in activities at their own level as the childminder recognises the importance of offering appropriate support for parents and children with disabilities. Our diverse society is reflected in the toys and activities. For example, there are dolls of different nationalities and small world figures with disabilities. Chinese New Year is celebrated for the year of the snake and children enjoy tasting traditional foods. This all helps to enhance children's understanding of the wider world.

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

The childminder uses a positive, fair and consistent approach to managing behaviour so that all children are aware of the boundaries. The house rules are displayed in words and pictures for children to refer to if needed. Children learn how to share the toys and wait for their turn on the trampoline. Consequently, children's behaviour is good. The childminder offers lots of praise, their achievements are celebrated and their work displayed. This promotes self-confidence and a sense of being valued. Links with the local nursery have been established to ensure smooth transitions between the different settings some children attend.

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

The childminder promotes concepts of healthy lifestyles as part of the daily routine. For example, posters are displayed to offer reminders about hand washing. Each day children enjoy physical outdoor exercise, playing in the garden or park and walking to and from school. As a result, children benefit from a positive approach to fresh air and develop control of their large muscles. Self-help skills are promoted well as children learn to put on their coats and shoes. Pre-school children enjoy the challenges of making their own sandwiches for lunch and choosing the fillings which further supports their independence. The children learn how to take responsibility for their personal safety as they practise the emergency evacuation procedure and cross the roads carefully following the instructions provided by the childminder.

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provision

The childminder has a satisfactory understanding of the safeguarding and welfare requirements. She is aware of the procedures to follow if she has concerns about a child in her care and knows the appropriate people to contact to report any concerns. The childminder has a written safeguarding policy in place which is shared with parents. However, she is not aware that her safeguarding procedure must now include the use of mobile phones and cameras in the setting and therefore does not share this information with parents. This is a breach of the safeguarding and welfare requirements. All adults in the household have been vetted by Ofsted, the childminder keeps a record of all visitors to her home, completes regular risk assessments of the space used by children and supervises them carefully at all times. As a result, children are cared for in a safe and secure environment.

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provision

The childminder uses the Ofsted self-evaluation form to develop her service. She takes advice from the local authority and also incorporates the views of parents to make improvements and ensure her monitoring is accurate. However, she has not identified some key changes in requirements and has not set herself accurate, challenging targets for improvements in order to improve the quality of her provision.

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provision

Effective relationships are developed with parents. Policies and procedures are shared with them and daily online diaries keep them up-to-date so they know about their child's care needs being met and how they have spent their day. This ensures parents are provided with a high level of information about daily routines and occurrences within their child's unique day. Parents complete questionnaires, all of which are positive and demonstrate high levels of satisfaction. They are kept involved in their child's ongoing development; for example, they each have a password which allows them to access all observations and photographs.

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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 EY450578 Local authority Stockport Inspection number 881328 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 3

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Name of provider

Date of previous inspection Not applicable

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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. 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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