Childminder in Tameside

Inspection date

Previous inspection date 27/02/2013 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children demonstrate through their behaviour, that they feel secure in the childminder's home. This is further supported by daily routines, based on children's needs, that give them stability.  Children benefit from a suitable range of toys, equipment and resources that satisfactorily support their learning and development needs.  Effective risk assessments and the childminder's good knowledge of safeguarding procedures, helps to ensures children's safety and well-being.

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It is not yet good because

 Assessment of children's learning is not consistently rigorous. As a result, experiences and activities are not always fully matched to their particular learning needs. Therefore, children make satisfactory, rather than good, progress.  Children's communication and language skills are not widely encouraged or helped to develop consistently, in order to support them in making best progress.  Some resources are not easily accessible to children, which prevents them sometimes making independent decisions about their play.  Self-evaluation lacks rigour as it is not fully effective in recognising the strengths and weaknesses of the setting to ensure that a clear action plan is implemented to bring about further improvement. This is with specific regard to children's learning and development.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 in the lounge, hallway and kitchen, and discussed activities with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at relevant documentation, including individual children's individual learning journey records and a selection of policies.  The inspector checked evidence of suitability and qualifications of the childminder.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two daughters aged 17 and nine years and three cats in the Mossley area of Ashton-under- Lyne, and is close to three schools and a park. The whole of the downstairs of the childminder's home is used for childminding and the rear garden available for outdoor play. The childminder has six children on roll, of whom two are in the early year's age group and four are school-age children who attend before and after school on a part-time basis. As well as drop-offs and pick-ups to two primary schools, the childminder attends a Mother and Toddler group one afternoon a week and a sensory room every other Monday morning. The childminder operates her service from 7.30am until 6pm, Monday to Thursday, all year round. The childminder cares for children with special needs and/or

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must:

 use information from observations and assessments to consistently plan activities and experiences, that fully match children's individual learning needs, so that children make best progress

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must:

 develop the educational programme for communication and language by talking to young children about different sounds they hear and using repeated sounds and words so they can begin to recognise them.

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

 review the organisation of the learning environment to make it easier for children to access resources for themselves and make decisions about their play, in order to further promote their independence

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

 improve the evaluation of practice in order to clearly recognise strengths and make more appropriate improvements to the provision for children's learning and development.

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who attend

The childminder has a general understanding of the seven areas of learning. She carries out some observations and assessments of children's developmental progress. However, these are not always effectively used to inform planning and identify experiences and activities that are most appropriate to support individual children's learning needs. As a result, overall, children make satisfactory, rather than good, progress.

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who attend

The childminder has a good knowledge of the children's interests and general needs and uses this to satisfactorily support them in their learning. For example, she provides toys and resources that are enjoyable and age-appropriate, such as large plastic bricks, chunky cars and musical toys. She plays at their level to help focus their attention and uses some opportunities to extend learning. For example, the childminder responds to a child's fascination with his reflection in the television screen and a shiny boot by asking, 'Can you see your face?' This encourages the child to take an interest in the world around him. Children's language development is satisfactorily supported as the childminder asks children questions. However, this is not made age appropriate for the youngest children, for example, by talking about the different sounds they hear or by using repeated sounds and words. This does not help the youngest children to recognise and begin to use

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who attend

particular, as well as new, sounds. The childminder provides a range of materials of different textures and shapes to support children's understanding of the world, such as photographs on tin lids, bamboo fabric and rubber materials. She values children's individuality and encourages children to understand diversity. For example, during the celebration of Chinese New Year children enjoy eating and exploring noodles. This encourages children to experience different textures and tastes, as well as gain a deeper understanding of traditional foods and where they come from. The children explore their environment and local community through visits to the local park and local schools to take older children. The childminder encourages children to think as she asks questions, such as, 'Where does this go?' as they play with stacking bricks. Children respond by placing the brick on top of others and delight as they fall down.

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who attend

The childminder attends the local playgroup once a week to promote children's social interaction, cooperation and sharing skills. This enables children to develop key skills to support their readiness for school. The childminder plans some creative and messy play activities for children to explore their senses, such as chunky chalks and painting. The childminder has a selection of books suitable for the younger children, which encourage their participation, such as pop-up books and books that make noises. This generally supports children as they begin to develop a love of books and reading with the childminder. However, most books as well as creative resources are stored out of children's reach or sight. This gives fewer opportunities for children to make independent decisions about when and how they access these type of activities. Children have opportunities to discover technology as they explore buttons, television controls and

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who attend

battery operated toys. The childminder regularly speaks to parents about their children's day and achievements as they drop off and collect their children. Parents contribute to their children's learning through sharing information about activities and progress made at home.

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

Children demonstrate that they feel safe and secure in their environment. They are cared for in a warm and welcoming home, where their individual needs are appropriately supported through consistent daily routines. Children's transitions from home to her care are managed sensitively and appropriately, and as a consequence children are settled and confident. They have established suitable attachments and emotional bonds with the childminder, which adequately supports their emotional well-being and gives them confidence within the setting. The childminder has a calm manner and encourages positive and safe behaviour. For example, she gently but firmly responds to a child who attempts to touch a mock fire by saying 'no' and distracting him. Children seek her reassurance when they need it, and take comfort in the close contact they share. For example, when a child holds out his arms to the childminder, she responds by picking him up and gently

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

The childminder gathers information from parents, which she uses to support children's individual care routines. This is demonstrated by their preference to nap on the settee instead of in the travel cot, and the use of their own high chairs for snacks and meals. The childminder provides nutritional, fresh meals including breakfast, lunch and snacks for the children, to support their healthy development. Children are encouraged to develop their own personal independence through the use of feeder cups and child-sized cutlery so that they may feed themselves. The childminder prevents the spread of infection by providing a clean environment and by acting as a good role model. For example, children see her washing her hands before and after changing nappies and therefore, follow this example themselves after they have been changed. Children have regular use of the childminder's back garden for fresh air and exercise. This satisfactorily supports their physical health.

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

They enjoy small bikes, bats and balls and these resources help to support their physical development as they learn coordination and balance.

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provision

The childminder has a good knowledge of the safeguarding and welfare requirements and has an appropriate range of policies and procedures in place to support children's well- being. These provide good, clear information and are shared with parents and reviewed regularly. This helps to ensure the safe and efficient management of the provision. Furthermore, partnerships with parents is promoted, as they are kept up-to-date about the service offered. The childminder has a good understanding of her role in protecting and safeguarding children and is aware of the signs and symptoms of abuse and the procedures for reporting any concerns.

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provision

The childminder develops her knowledge, skills and practice through attendance at training courses, such as behaviour management training and support from other local childminders. She uses these opportunities to reflect on her own practice. For example, she has independently sourced a safeguarding training course to strengthen her awareness, which ensures that children are appropriately safeguarded. However, self- evaluation is not yet rigorous and is not used consistently to recognise strengths and make appropriate improvements that will better support children's learning and development.

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provision

All parental permissions to protect children's safety and welfare have been obtained and records, such as an attendance register, are suitably maintained. The childminder's home and garden provide a safe environment for the children. This is due to the implementation of regular risk assessments where any potential hazards are effectively identified and minimised. The childminder has a sound understanding about the importance of working consistently alongside other professionals also involved in the children's care. For example, she uses other professionals advice and ideas given to her and arranges particular activities, such as weekly trips to a sensory room, to further support children with additional needs.

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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 action. 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 EY429742 Local authority Tameside Inspection number 774241 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 6

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Name of provider

Date of previous inspection not applicable

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Telephone number

set out in the guidance ‘Complaints procedure: 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, which are usually the childminder’s 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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