Childminder in Manchester

Inspection date

Previous inspection date 04/06/2013 01/02/2011

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The childminder has satisfactory knowledge of the Early Years Foundation Stage and how to support children's learning and development.  Teaching and learning is supported by providing age-appropriate resources which support most aspects of learning.  The childminder has sound relationships with parents and shares information through text messaging and daily verbal exchanges.  The childminder has a knowledge and understanding of the importance of working with other professionals to support children during the transition process.

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It is not yet good because

 Ongoing assessments of children's achievements are not effectively linked to the planning of activities to ensure individual children are making the best possible progress in all areas of learning and development.  Evaluation is not sufficiently robust to identify areas for improvement to develop the service and improve the children's learning.  The programme of continued professional development is still in its infancy and does not support the childminder's ongoing knowledge and understanding, so that he is able to support children to reach their maximum potential.

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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 and children at play throughout the inspection.  The inspector spoke with children and the childminder throughout the inspection.  The inspector observed all documentation provided at inspection.

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Information about the setting

The childminder was registered in 2010 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. He lives with his wife who is his registered co-childminder and adult daughter in a house in Manchester. The childminder shares the care of children with his co-childminder, and she has overall responsibility of documentation. A playroom and bathroom on the ground floor and enclosed rear garden are used for childminding. The family has a pet cat.

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Information about the setting

The childminder attends a toddler group and takes walks in the environment. He takes children on visits to the park on a regular basis using a designated mini bus. He collects children from the local schools and pre-schools.

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Information about the setting

There are currently three children on roll, two of whom are in the early years age group and attend for a variety of sessions. He operates all year round, from 6am till 10pm, Monday to Friday, except bank holidays and family holidays.

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must:

 extend assessment of children's learning in order to more accurately identify children's next steps in learning and development and use this information to ensure that planned activities are tailored to support the developmental needs of all children.

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

 improve the process of self-evaluation to clearly identify areas for improvement and target these specifically in order to improve children's learning

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

 broaden knowledge and understanding of how to best promote children's progress within the Early Years Foundation Stage, for example by identifying a programme for continued professional development.

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who attend

The childminder has a satisfactory knowledge and understanding of how to promote the learning and development of young children. He offers activities which are based on children's interests and involves children in choosing activities and resources they would like to play with. For example, children are involved in decorating the mini bus by making their own suggestions. This allows children to contribute to the setting and supports children's personal, social and emotional development. The childminder supports children during their play by posing questions. For example, children play with magnetic letters and he asks 'what is the name of that letter?', and 'does your name begin with this letter?' In addition, children learn about letter sounds and phonics through identifying their name on their coat peg as they hang their coat up. These teaching strategies support children in their literacy skills and supports continued learning. Children choose from a range of

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who attend

resources which support them in their learning and development, such as construction blocks, books, outdoor play equipment and a computer.

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who attend

The childminder observes children and discusses their likes, dislikes and progress with his co-childminder. However, tracking and assessment of children's learning is not fully developed, which leads to planned activities that do not support children's individual developmental needs. Children are making steady progress as they move towards the early learning goals. They are developing their language skills; for example, children look at books and comment on pictures. Children's early writing skills are promoted through chalking in the outdoor area and painting. This helps children explore early reading and writing skills.

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who attend

The childminder speaks with parents to determine what children can do at home before they start at the setting which gives the childminder a sound knowledge of children's developmental needs. The childminder invites parents to share information from home and continue children's learning at home through using 'home link' books. These suggest activities that children can undertake at home to support their learning, such as activities to promote their early writing skills. The childminder liaises with parents through daily verbal exchanges and text messaging.

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

The childminder has a clear understanding of the importance of safety and how to promote this. Children move safely around the designated playroom and outdoor area because the childminder ensures the environment is safe. He undertakes daily safety sweeps and risk assessments to minimise potential risks. Children begin to understand about safety through discussion and effective safety practice. For example, the childminder ensures that when children are collected from school, older children hold hands with the younger ones and head counts are carried out before children get on the mini bus.

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

Children are familiar and secure in routines and they enjoy being part of the setting. For example, children wash their hands before lunch and sit down at the table. Children behave well, listening carefully to instructions and interacting with the childminder. The childminder sits with children as they have lunch discussing favourite meals. Children laugh as the childminder jokes that they may be having worm sandwiches today. The childminder offers consistent positive praise when a child has completed a task; this allows children to develop their confidence and self-esteem. The childminder works with his co- childminder who prepares snacks and lunches using a variety of fresh fruit and vegetables. The childminder responds well to children's likes and dislikes, encouraging children to try different foods and tastes. Home-cooked options include lasagne and roast chicken. The childminder provides a positive role model for the children; for example, by playing with

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

children on the floor and becoming involved in their play. He encourages children to do tasks independently, before celebrating children's achievements.

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

The learning environment is engaging as resources are stored on low shelving units or storage boxes on the floor, which children can easily access. Children make their choice from resources and can easily access and replace resources due to well-labelled storage boxes. Younger children use photographs to help them understand where resources belong. The children learn about their environment and develop their physical skills by walks in the park, visiting a soft-play facility and taking part in sports days. The childminder shows knowledge of passing on information at times of transition, for example, liaising with other providers if children have two provisions of care. The childminder is responsible for the collection of children from school which provides opportunity to discuss children's needs if they attend more than one setting. The childminder works with his co-childminder and has sound knowledge of the importance of

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

supporting effective transitions. This provides a consistency of care and helps to support individual needs.

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provision

The childminder has an appropriate knowledge of safeguarding procedures, consequently children are suitably protected. He has attended safeguarding training and is aware of the authorities to contact should he have a safeguarding concern. The childminder supervises children well and has appropriate safety measures in place which keep children safe whilst in his care. For example, the childminder ensures exit doors are always locked and has a secret password system in place which means that children cannot be collected by unfamiliar adults. The childminder implements written risk assessments covering inside and outside of the home and when children go on trips and outings. In addition, he ensures that he takes a designated mobile phone and contact details when he takes children on outings. Children are further protected because the childminder keeps appropriate records including accident, medication and attendance records.

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provision

The childminder is committed to improving practice and has attended statutory training, such as, safeguarding and pre-registration training for childminders. However, training to support continued professional development is yet to be accessed to further develop his knowledge and skills as a childminder. Some self-evaluative practice is undertaken. For example, he takes into account the views of parents at daily verbal feedback sessions and has addressed some recommendations from his previous report by updating risk assessments. However, self-evaluation lacks rigour and does not clearly identify strengths, weaknesses and areas of development; consequently, self-evaluation has too little impact on making improvements to the provision and to outcomes for children. The childminder is building his awareness of the revised Early Years Foundation Stage and works with his co-childminder as he builds his knowledge. He undertakes some monitoring

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provision

of planning and assessment, but this is not sufficiently targeted to ensure activities always provide individual children with good levels of challenge. Children develop secure attachments with the childminder and request that he joins them in their play. For example, children build construction models and excitedly call the childminder to come and view them; they respond well to his praise and enjoy involving him in their play.

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provision

The childminder has relevant relationships with parents and shows an awareness of the importance of working together to support children's individual needs. The childminder works with other professionals, for example, he works alongside his co-childminder and he liaises with school staff when collecting children from school. Overall, the childminder creates a warm and welcoming environment, where children are well-cared for.

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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 EY417098 Local authority Manchester Inspection number 879914 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 3 Number of children on roll 3

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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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