Childminder in Manchester

Inspection date

Previous inspection date 04/06/2013 22/01/2010

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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 satisfactorily supports teaching and learning through providing age- appropriate resources, role modelling and giving consistent praise to children.  The childminder has secure relationships with parents and shares information through home link books, daily verbal exchanges and photograph text messaging.  The childminder is supportive and caring and builds secure attachments with children. This supports children's emotional well-being.  The childminder has positive relationships with other professionals and providers, which allows children to be effectively supported during times of transition.

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It is not yet good because

 Ongoing observations and assessments of children's achievements, interests and learning styles are not always effectively linked to the planning of activities.  The evaluation of the setting does not yet use sufficiently challenging criteria in order to identify areas for improvement to develop the service and improve the children's learning.

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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 the inspection.

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Information about the setting

The childminder was registered in 2000 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband who is a registered co-childminder and adult daughter in a house in Manchester. The childminder has overall responsibility for the childminding practice. A playroom and bathroom on the ground floor and enclosed rear garden is 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 local environment. She visits the shops and soft play facility 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 22 children on roll, four of whom are in the early years age group and attend for a variety of sessions. When working with her co-childminder she may increase the number of children she cares for. She operates all year round from 6am till 10pm, Monday to Friday, except for bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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must:

 extend observations and assessment of children's learning in order to more accurately identify how children learn. This will provide information so that planned activities can be tailored to support the developmental needs of all children and shape learning experiences.

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

 improve self-evaluation practice so that it clearly identifies areas for improvement and becomes more rigorous in order to improve children's learning.

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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. She offers a range of activities, which offer learning opportunities across all areas of learning. For example, children play with large soft play blocks and build them to make different shapes, before climbing and sliding across them as they develop their own obstacle course. The childminder supports children by posing questions. For example, the childminder asks 'what are you building?' and 'how many blocks have you used?'. This supports children's language, thinking and counting skills as they consider how many blocks they have used. Children who have English as an additional language are appropriately supported and the childminder shows a good knowledge of strategies to support language acquisition. For example, using visual symbols and reading dual language books.

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who attend

Children choose from a range of resources indoors and outdoors, which supports them in their learning and development. For example, children use bikes in the outdoor area, use chalk boards and play hopscotch. The childminder makes some observations on children and plans activities around their interests. However, observations and assessments are not carried out with consistency. This impacts on children as their developmental needs and next stages of development are not always clearly identified. The childminder tracks children's progress using tracking grids but, as this is not undertaken rigorously, planning does not always support children's current needs. Tracking grids show that children are generally making steady progress as they move towards the early learning goals. Children are developing their language skills. For example, children are supported through the childminder modelling language and baby babbling. This is age-appropriate as young

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who attend

children are developing their language acquisition. Older children are supported with literacy skills by being asked to find their name on their peg as they hang their coat up, taking part in activities for making marks and chalking in the outdoor area. This helps children explore early reading and develop their skills in making marks.

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who attend

When children start at the setting the childminder discusses with parents what children are doing at home. This informs baseline assessments and gives the childminder an idea of children's likes, dislikes and current needs. The childminder invites parents to share information from home and liaises with parents through the use of a home link book and daily verbal exchanges. In addition, the childminder uses picture text messaging, which allows parents to see what their child is doing throughout the day. This shows that parents are adequately involved in their children's learning and are suitably informed about their progress.

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

The childminder has a secure understanding of safety. Children move around the home and explore the open space because the childminder ensures the environment is safe. Children have a designated playroom. The childminder undertakes daily safety sweeps and has written risk assessments in place, which cover aspects of the indoors, outdoors and outings. The childminder shows high regard for children's safety. For example, when children go on trips and outings she takes photographs of each child. In the event of getting separated from the child she can show the photograph to locate the child as soon as possible. The childminder uses safety equipment, such as safety gates and age- appropriate car restraints. Children are beginning to gain an awareness of keeping safe as the childminder discusses appropriate use of equipment. For example, using kitchen equipment safely when baking. Children develop secure attachments with the childminder and she provides a caring

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

positive role model who ensures their care needs are well supported. For example, as a child has trouble settling when going to sleep, the childminder gives lots of cuddles and changes the child's nappy while singing. The child responds by smiling and laying their head on the childminder's shoulder. This caring attitude and practice supports children's emotional well-being. The childminder works closely with parents to ensure she has all relevant details about children's care, which means they are happy and secure in routines and enjoy being part of the setting. For example, children happily sit with the childminder's co-childminder as the childminder prepares lunch. The childminder provides a positive role model for the children. For example, she supports children as they eat lunch and makes suggestions for outdoor play when children ask for ideas. She encourages children to become independent. For example, she encourages younger

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

children to walk unaided as they build their confidence in walking.

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

Children behave well in the setting, listening carefully to instructions and interacting with their peers. For example, children come inside and wash their hands to prepare for lunch time. The childminder offers encouragement and positive praise when a child has completed a task. For example, when children have independently accessed water from the water cooler. This allows children to develop their confidence and self-esteem. The childminder prepares healthy meal options incorporating a range of fresh fruit and vegetables. For example, roast chicken dinners, lasagne and picnic lunches. Snacks include fresh fruit, vegetable sticks and yogurt. The childminder encourages children to try different textures and foods and has regular trips to tasting sessions at a local hypermarket where children sample a variety of foods. Children receive fresh fruit and water throughout the day, which supports them in developing healthy eating habits.

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

The learning environment is bright and stimulating and resources are accessible to children so that they can initiate their own play. The childminder has given thought to differentiating resources to make them age-appropriate. For example, younger children play with baby gyms and make jigsaws, while older children use specialised puzzles and brain teasers, such as a 'cube snake'. Children access a range of resources in the outdoor area, which provides a sheltered area so that children can access the outdoors in all weathers. The children learn about their environment and develop their understanding of the world by taking part in charity events, attending weekly toddler groups and accessing the sensory room at the local children's centre, which provides sensory and tactile experiences. The childminder supports transitions well and shows an understanding of the importance of sharing information with school as children move onto full-time education.

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provision

The childminder has an effective knowledge of local safeguarding procedures, attends safeguarding training and understands which authorities to contact should she have a safeguarding concern. Consequently, children are safeguarded and well protected in the setting. The childminder supervises children well and has safety measures in place. For example, she monitors visitors to the home by the use of an outdoor camera that takes still photographs and undertakes regular emergency evacuations. The childminder undertakes written risk assessments covering inside and outside of the home and when children go on trips and outings. Children are further protected because the childminder keeps appropriate records, including accident, medication and attendance records.

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provision

The childminder attends regular training and likes to update her knowledge through continued professional development opportunities. She discusses training events with her co-childminder. She has recently attended training on 'Outdoor play' and an 'Introduction to supporting children with additional needs'. Some self-evaluative practice is undertaken. For example, she takes into account the views of parents through text messaging and asks children to write about the activities that they most enjoy. However, current self- evaluative practice is not robust and does not clearly identify strengths, weaknesses and areas of development, in order to improve services to children. The childminder is building her awareness of the revised Early Years Foundation Stage and undertakes some monitoring of her planning and assessment procedures.

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provision

The childminder supports transitions well and shows an understanding of the importance of sharing information with school as children move onto full-time education. She also requests information from other providers when children attend more than one setting. The childminder liaises with other professionals when children have an identified need, such as when children require support from the speech and language therapist. The childminder has built up partnerships with other childminders and staff from local schools. The childminder has appropriate relationships with parents and is aware of the importance of working together to support children's individual needs. Parents are complimentary about the childminder, they have written in thank you cards with comments, such as 'I have no worries or concerns in how my child is cared for' and 'I would have no issue in recommending your services to anyone'.

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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 500352 Local authority Manchester Inspection number 909461 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 22

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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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