Childminder in Stockport

Inspection date

Previous inspection date 11/06/2013 Not Applicable

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early years provision

This inspection: 2 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 2

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This provision is good

 The childminder effectively adapts her teaching strategies dependent on children's individual needs and personalities to ensure all children are included and actively engaged in learning on the premises and when out on trips.  The well-resourced learning environment and planned activities provide many opportunities for children to make good progress in their development.  Children build secure attachments with the childminder because she provides a good, safe, friendly and secure environment where children settle quickly and are prepared for their next stage in their learning.  The childminder obtains good information from parents about children's starting points. She fully involves them in their children's learning. This means she is able to plan effective leaning opportunities for children because she has a good understanding of their individual needs.

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It is not yet outstanding because

 There are fewer planned activities to encourage children to enhance their vocabulary. Therefore, children occasionally get frustrated when they try to express themselves.

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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 the children and spoke to the childminder at appropriate times during activities in the two play areas of the home.

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Inspection activities

 The inspector looked at children's learning journey books, planning documents, children's records and a selection of policies and required documentation.

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Inspection activities

 The inspector was not able to speak to parents during the inspection and took account of their views provided through questionnaires, diaries and children's learning journals.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged seven, five and two years. Children have access to two large playrooms on the ground floor. There is a rear garden for outside play.

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Information about the setting

The childminder has two children on roll in the early years age group. She takes the children to the local park and shops in the community. The childminder also collects children from the local school and receives support from the local authority. The childminder operates Monday to Friday, all year round.

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

 provide more opportunities to enable children to start a conversation and plan more games which involve repetition of words or phrases.

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who attend

The childminder provides a good range of activities and experiences that interest the children and cover the seven areas of learning. She has a secure knowledge of how to promote the learning and development of young children. She completes regular observations and assessments on the children in the short time she has been caring for them. She uses these effectively to plan stimulating challenging activities to ensure that they make good progress in their learning and development. Accurate tracking in their learning journals indicate where children are in their development and how quickly they are making progress. Children confidently and independently access resources of their choice and are very well supported by the childminder as they initiate their own play. For example, the childminder encourages children to stick tissue paper to the collage, and use scissors appropriately. Young children sit and think where their piece of jigsaw shall go.

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who attend

This also results in children concentrating for longer periods in preparation for school and indicates that they show sustained interest in their chosen activity.

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who attend

Children enjoy books and readily find their favourites, either to look at themselves or to read with the childminder. Children enjoy daily opportunities to sing rhymes and benefit from a print rich environment. They make marks in the sand and learn to use a crayon to draw a picture on paper. Children learn about sounds of their name and speak of the childminder's family names when at home with their parents. The childminder is skilful at extending children's thinking by asking questions during the story, As a result, children are inspired to imagine and feel involved in the story. She listens carefully to children's answers and is starting to introduce new words to extend vocabulary. However, although children are keen to speak to the childminder, she plans fewer activities to encourage children to start a conversation or clearly express themselves. This, occasionally, results in children becoming frustrated during play. Therefore, there is more scope for children to

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who attend

initiate conversation and take part in play activities that involve more repetition of words or phrases.

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who attend

The childminder organises stimulating play activities, such as arts and crafts. For example, children use glitter, glue and scissors to make an illustration which reinforces their fine motor skills. Children have opportunities to travel on public transport to many places of interest, such as, to look at houses, a visit to the pet shop and observe how thinks work in the museum. This enables children to learn about the wider community and environment. Children ask to extend these activities when they return to her premises. They enjoy playing with the cars on the mat as the childminder describes the colour to them and counts out three cars. Furthermore, children post different shapes into the box. The childminder shares regular detailed information with parents about their children's learning which informs their starting points. There are many ways for them to contribute to children's learning and make comment to their assessments which means they are fully

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who attend

involved in supporting their on going progress.

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who attend

The learning environment is organised very well to promote children's independence. A good range of resources is stored in low-level crates and, as a consequence, children can help to tidy away. Her garden is under refurbishment at present to enhance children's learning to allow further free flow from the play room to the garden area. However, children are encouraged to walk around the local area to promote their physical development. She also encourages young children to roll around on the play mat and reach out and grasp a mobile in preparation to crawl. Furthermore, the childminder places equipment around the room which helps children to pull themselves up and learn to walk. Children demonstrate that they feel settled and at home in this warm, friendly environment as they respond well to the childminder.

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

Children's individual needs are met because they are happy, settle very well and form close relationships with the childminder. Flexible settling-in procedures support children's transition from home so that they become secure in the childminder's care. Children enjoy their time with her and she acts as a positive role model reminding children to be kind to each other. She encourages them to quickly become familiar with her own children in a friendly home. Parents praise the settling-in process and feel very content leaving their children with the childminder.

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

Children's personal, social and emotional development is well promoted. Praise and encouragement are continually provided and, as a result, young children behave very well. Furthermore, the childminder distracts to another activity if a dispute arises. She shows interest during their play and has clear boundaries which the children follow. The learning environment is organised well to promote children's independence. A good range of resources is stored in low-level crates and, as a consequence, children can move freely and help themselves to toys which are of particular interest to them. The childminder encourages them to use finger foods and a spoon from an early age. They develop a positive awareness of diversity, through a range of related activities and resources, such as books and puzzles.

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

The childminder makes very good use of the local area ensuring that children have daily opportunities to play and engage in physical play outdoors. For example, they visit the local park and learn to play and balance on climbing frames and the fixed equipment. They dance to music activities and stretch their bodies. Consequently, children learn the importance of physical exercise as part of a healthy lifestyle. The well-planned environment ensures children feel valued, safe and secure. Consequently, children demonstrate a very strong sense of belonging as they move purposefully around the whole ground floor, making informed choices about how and where they spend their time. Care needs and routines are fully discussed and agreed with parents prior to admission; furthermore, the daily diary informs them of their children's care arrangements. As a result, children settle quickly and benefit from consistent care that meets their individual

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

needs. Children are very well supported by the childminder which helps them to become familiar with their new surroundings.

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

The childminder is consistent, calm and a good role model for children. Therefore, children develop strong bonds and attachments with her. House rules are in place and she has clear rules and boundaries that children accept. She encourages young children to share toys with each other. Furthermore, they give each other a hug if one gets upset during play.

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

The childminder risk assesses her home and minimises any potential risks. This means that children can play and grow in a safe and secure environment. The childminder also takes time to consider the potential risks when she is out with the children and helps children to understand the dangers, such as when they walk home from school or attend the local park. Furthermore, children take part in regular fire drills. Posters in the setting show healthy foods and demonstrate good hand-washing practices, which are reinforced through daily routines. Furthermore, she carefully plans nutritious homemade foods and enables children to try out different foods, such as Chinese noodles.

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provision

The childminder is committed to offering good quality of care for children and their families. She has a good knowledge and understanding of the Early Years Foundation Stage and is providing good learning opportunities around the seven areas of learning with a strong emphasis on the prime areas of development. She monitors assessment and planning procedures ensuring that they accurately record children's abilities and progress. Children are developing in line with, or exceeding, the developmental milestones for their age in the short time they have been attending. She displays a great enthusiasm in her childminding to enable the children to mix with her own children. She fosters successful relationships with parents and actively seeks their feedback through daily diaries, and asks them to make regular comments on their children's progress. Parents show great satisfaction and make positive comments on the good care and progress that children

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provision

Children are safeguarded appropriately and protected from harm because the childminder has a good understanding of possible signs of abuse. She fully understands the importance of quickly accessing help and advice should she become concerned about a child's welfare and she knows how to document concerns accurately and effectively. This helps to ensure children are protected from harm or neglect.

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provision

The childminder works with the local authority and acts immediately on the advice they give to her. The childminder makes contact with the local school/church where she has helped to run an adult-toddler group. She, along with other childminders, have attended training organised by a Headteacher of a local nursery school. This results in her keeping up-to-date with her knowledge of planning, observation and assessment to fully support children's learning in the Early Years Foundation Stage. She also organises her home and balances the time well to enable her to spend time to fully support the children in her care. Self-evaluation is robust and reflects on children's achievements to enable her to set challenging targets for the future. She is keen to ensure that children develop within their own abilities and is professional in her approach to the teaching and learning taking place in the setting. She is keen and motivated to develop her practice further by accessing her

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provision

own research and obtaining a collection of books relating to the Early Years Foundation Stage. Overall, the childminder creates a warm, welcoming and safe environment where children are stimulated to learn and grow in confidence.

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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 EY455964 Local authority Stockport Inspection number 896159 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 3 Number of children on roll 2

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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

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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