Dale, Christine

Inspection date

Previous inspection date 13/05/2013 02/09/2009

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early years provision

This inspection: 1 Previous inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Children are exceptionally well-motivated, eager to join-in and consistently demonstrate the characteristics of effective learning in this well-resourced, exciting yet homely and nurturing environment.  The childminder is exceptionally skilled and sensitive in supporting children to form secure emotional attachments. This provides a very strong foundation to enable them to develop their independence and motivates them to explore.  The childminder's practice consistently reflects high expectations for all the children. Her expertise and extensive knowledge of the children she cares for enables them to make excellent progress in their learning.  The excellent and detailed summaries of children's progress indicate clearly the childminder's understanding of each child's individuality and development. This information, combined with parental knowledge, helps to ensure that each child has appropriate opportunities to progress to the next step in their development.

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This provision is outstanding

 The childminder is highly successful in involving all parents in children's learning and there are very well-established routes for frequent information exchange between parents and the childminder.

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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 playroom, main lounge area and outdoor environment.

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Inspection activities

 The inspector held discussions with the childminder at appropriate times throughout the inspection and talked to children during their play.

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Inspection activities

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

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Information about the setting

The childminder registered in 1995. She lives with her husband in Stockport. The house is close to local schools, parks and shops. The family have a pet cat. The whole of the ground floor is used for childminding purposes and children also have access to the bathroom and a bedroom on the first floor. A fully enclosed garden at the front and rear of the property is available for outdoor play.

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Information about the setting

There are currently 12 children on roll, of these 10 are within the early years age group. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare register. Children attend for a variety of sessions. The childminder provides care Monday to Friday, from 8am to 6pm, all year round. She also provides weekend and overnight care. The childminder supports several children with special needs and/or disabilities. The childminder works with a co-childminder and an assistant.

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Information about the setting

The childminder is the Chairperson of the Borough of Stockport Childminder's Association. She holds an early years qualification at level 3 and has received a MBE in recognition for her service to children and families.

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

 consider the implementation of a peer observation system to further enhance the excellent evaluation of their own and their co-childminder's performance to continue to improve and build on their already first-rate practice.

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who attend

The childminder provides a calm, nurturing, caring environment where young children can thrive and develop to their full potential. She is knowledgeable and enthusiastic and provides a rich learning environment where children's individuality is recognised and cherished. Consequently, learning outcomes are excellent for children. The environment, both indoors and outdoors, is highly stimulating, exciting and well-organised to enable children to make independent choices about what they want to do. Resources and activities are chosen, planned and creatively used to maximise children's learning potential across all areas of learning. Consequently, children are thoroughly engaged in planned, purposeful play that keeps them interested and motivated to learn. For example, children explore a large tray of birdseeds with spoons, scoops and assorted sized containers and funnels. Through this activity, they develop their listening skills as they pour the seeds into

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who attend

containers, saying that it 'sounds like rain'. In addition, children enhance their small muscle control as they fill and empty containers and squeal with delight as they explore texture when they run the seeds through their fingers. The childminder is highly skilled at selecting resources that will fascinate children and encourage them to ask questions, learn using all their senses and develop their sense of curiosity. For example, a vast range of natural materials are available for children to explore and investigate. They make their own 'dinosaur' world using logs, acorns, stones and fir cones and they also have access to well-stocked treasure baskets, both indoors and outdoors.

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who attend

The childminder encourages children's communication and language development particularly well. She confidently engages children in a variety of action songs and they eagerly join-in. The childminder models language exceptionally well and provides opportunities for children to listen and think. She uses a wide range of visual clues, such as, sign language, props, puppets and pictures, to support children who are non-verbal communicators. Children develop their personal, social and emotional skills as they learn to share, take turns and respect the needs and feelings of others. They help each other with tasks, such as putting their coats on, and show genuine care and concern for children who are upset. The childminder provides children with a wealth of challenging opportunities to develop their physical skills and the outdoor play area is exceptionally well-resourced and organised to support this area of development. For example, children

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who attend

develop their large muscle control as they run, jump, use climbing equipment, crawl through tunnels and climb steps. They competently ride wheeled toys which develops their spatial awareness and coordination skills. The childminder provides children with waterproof clothing so that they can access outdoor play in all kinds of weather. This enables them to learn through first-hand experiences about snow, wind, rain and the changes of the seasons. Children develop small muscle control as they use a wide range of writing implements, manipulate objects through a wooden maze, move beads across a cord and push buttons on interactive toys. As a result, children acquire the skills, abilities and attitudes that prepare them extremely well for the next stage in their learning and school.

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who attend

Children with special educational needs and/or disabilities are superbly supported because the childminder has a wealth of knowledge and understanding from past experience to draw upon. She works very closely with parents to ensure they receive the highest quality of care that effectively meets their developmental and medical needs. The childminder ensures that all children can participate in the activities and experiences on offer, for example, she moves activities onto the floor so that all children can join-in.

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who attend

Assessment is highly precise and meticulous. Children are observed closely during the time after joining and starting points are ascertained through this and the information gathered from parents in order to subsequently measure progress. A colour coding system shows if progress is emerging, developing or fulfilling expectations for development bands, using the 'Development Matters in the Early Years Foundation Stage' guidance to exemplary effect. The system enables the childminder to easily identify children's strengths and areas where more development is needed. Therefore, interventions are timely and any gaps in learning are quickly identified and addressed. Consequently, children are provided with challenging experiences due to individual planning, or interventions involving other professionals can be arranged after consultation with parents.

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who attend

The systems for gathering contributions from parents about their children's learning at home are thoroughly embedded in the childminder's practice. Parents have daily opportunities to contribute information regarding their children through discussions and can comment in writing on the monthly summary sheet they receive about their children's progress. The childminder sends home 'wow moment' sheets to inform them of their children's significant learning achievements. Parents are provided with a wealth of information through newsletters and a notice board about the Statutory Framework for the Early Years Foundation Stage to help them support their children's learning at home. As a result, the childminder is highly successful in supporting parents to engage with their children's learning.

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

Children are exceptionally confident and happy and thoroughly enjoy the time they spend in the childminder's home. The childminder provides opportunities for children to make choices in their activities but also, very importantly, provides a familiar routine which helps them feel safe and secure. This supports transitions from the home to the childminder's home. The childminder also shares detailed information about children's learning and development with the settings they move on to, which supports the transition process and ensures continuity of care and education. Children are given every opportunity to develop their independence and self-care skills. For example, they cut up their own fruit at snack time and make their own healthy pizza for lunch. The childminder gets to know the individual children well through the development of positive partnerships with parents, which enables her to form positive, caring relationships with the children. This enhances

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

the settling-in process, enabling children to enjoy and benefit from the learning experiences available. The childminder sits on the floor with children to sing songs and play and children snuggle up to her. This enables them to form strong emotional attachments and has an extremely positive impact on their emotional well-being. Consequently, children's learning is facilitated due to their strong emotional security.

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

Behaviour is managed very well. The childminder is calm and patient in her interactions and acts as a good role model. Simple clear notices on the wall remind both children and parents about appropriate behavioural expectations within the childminder's home. The childminder also recognises that sometimes children need time to resolve their disputes independently. As a result, children's behaviour is consistently excellent.

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

The childminder places a strong emphasis on the safety of children and effectively supports them to develop their understanding of how to keep themselves safe. Children display high levels of confidence with day to day routines and understand the procedures in place to ensure they are kept safe. They move around freely and carefully negotiate the space around each other as they run and play outside. The childminder encourages children to manage their own risks by providing them with the opportunities and freedom to take controlled risks. For example, they are shown how to use and enjoy soft play equipment safely and are given opportunities to practise their skills.

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

Children develop an extremely good understanding of their own self-care and the importance of good health as they learn that mealtimes are social occasions when they sit together to eat. Information is gathered from parents on entry to ensure the childminder is fully aware of children's individual dietary needs and requirements. Children learn about positive eating habits and discuss healthy foods that help their bodies grow. Their understanding of eating healthily is further promoted as they plant, grow and harvest fruit and vegetables from the garden, which they then cook and eat at meal and snack times. The childminder has a thorough understanding of the importance of children having opportunities for physical exercise and fresh air and also that they need places where they can be quiet and rest. She provides cosy, comfortable, cushioned areas indoors where children can look at books and relax. In addition, children make use of a willow den

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

outdoors, which can be moved to different areas, to sit quietly and rest.

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provision

The childminder works with a co-childminder and assistant and together they make up a team of highly professional and inspirational practitioners. She is responsible for recruitment and holds a qualification from the Schools Learning Council in 'Safer Recruitment'. This ensures that the childminder has the expertise, knowledge and skills to be sure that any adults working in the provision are safe and suitable to do so. The childminder has a wealth of safeguarding knowledge gained from past experience and extensive training, such as achieving the highest award in the 'Something to Think About' qualification, which is run by the National Society for the Prevention of Cruelty to Children. She has a comprehensive knowledge of what do and who to contact should there be a cause for concern and parents are given a copy of policies and procedures to make them aware of her safeguarding responsibilities. Parents are also fully informed of the

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provision

procedures to follow should they have any concerns. The installation of closed circuit television cameras at the external entrances to the property and surrounding outdoor areas is an added security measure and ensures that children are protected from unwanted visitors. Comprehensive and very detailed risk assessments are in place and rigorous daily checks of the environment and resources ensure that children are exceptionally well-protected and can play and learn in a safe and secure environment.

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provision

Self-evaluation is well-documented and highlights target areas for development to maintain and improve outcomes for children. The childminder regularly reflects on her practice and has detailed action plans in place, which are reviewed and updated throughout the year. The recommendation from the last inspection has been successfully addressed, for example, children now benefit from number displays both indoors and outdoors to further enhance their mathematical awareness. Parents and children are involved in the self-evaluation process through written questionnaires and discussions and their ideas and suggestions are listened to and acted upon. For example, children identify resources that they would like and parents ask for specific information they require. The childminder is totally committed to her own professional development and consistently updates her knowledge and skills through attending regular training courses, such as

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provision

Makaton, Children's Brain Development and Attachment Theories and Specific Needs in the Early Years. She is an active member and the chairperson of the Stockport Childminding Association and organises training and meetings for childminders in the area so that they can share ideas, knowledge, skills and good practice. The childminder is giving consideration to using peer observations with the co-childminder and assistant so that they can learn from each other through honest and critical reflection and improve the excellent practice even further.

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provision

The childminder demonstrates an excellent understanding of how to facilitate children's development through her knowledge of the areas of learning of the Statutory Framework for the Early Years Foundation Stage. Consequently, children's progress towards the early learning goals is significantly enhanced. Systems for monitoring educational programmes, individual planning and assessments are robust, so that children receive a rich and varied learning experience based on their individual needs. The highly precise systems for assessments mean that the childminder can implement early interventions to support children's learning, including the involvement of other agencies and professionals.

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provision

Highly effective partnerships with parents ensure that children's needs are quickly identified and exceptionally well-met. Children who require the involvement of external professionals are supported by the childminder at the highest level because of her outstanding understanding of the importance of partnership working. For example, children with special educational needs and/or disabilities are cared for by the childminder who has a superb knowledge of their needs and strives to ensure they consistently receive the very highest standard of care. Partnership working with other professionals is exemplary and has a significant impact on meeting the needs of all children. This ensures that every child has the opportunity to achieve their full potential.

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provision

Parents are highly complimentary about the quality of the provision and comment on the caring, friendly nature of the childminder and the wonderful learning experiences she offers the children. They have noticed how easily the children settle and develop new skills. Parents welcome the accurate information provided about their children's learning and progress and the sensitive way in which the childminder manages children's behaviour.

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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 306643 Local authority Stockport Inspection number 855134 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 12

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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

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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