Childminder in Rochdale

Inspection date

Previous inspection date 01/07/2013 17/10/2012

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early years provision

This inspection: 2 Previous inspection: 4 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 plans activities that are purposeful and developmentally appropriate across all areas of learning. She has a good awareness of how children learn and uses this knowledge to actively engage children in learning.  The childminder observes children, identifies their next steps of development and plans age- and stage-appropriate challenging activities. Consequently, children's individual needs are well met.  The childminder undertakes self-evaluative practice which identifies strengths and weaknesses. She is proactive in prioritising changes and is fully committed to continual improvements.  The childminder has purposeful partnerships with parents and other professionals. This ensures that children benefit from receiving a consistent approach between all of their carers.

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It is not yet outstanding because

 Opportunities to use number language and promote counting during play are less well established.  Sensory materials and resources for younger children, in the outdoor area, are still under 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 and children at play throughout the inspection.

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Inspection activities

 The inspector spoke with children, parents and the childminder throughout the inspection.

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Inspection activities

 The inspector looked at documentation to ascertain children's progress in achieving the early learning goals.

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Inspection activities

 The inspector looked at self-evaluation processes to ensure that they supported quality outcomes for children.

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Information about the setting

The childminder registered in 2006 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and daughter aged six years in Middleton, Manchester. The whole of the ground floor, the bathroom on the first floor and the garden are used for childminding.

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Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. The childminder is a designated area support childminder who mentors newly registered childminders and others who need support.

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Information about the setting

There are currently four children on roll, all of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 develop opportunities to use number language as children play. For example, 'one', 'two', 'three', 'lots', 'fewer', 'hundreds', 'how many?' and 'count' in a variety of situations

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

 enhance materials and resources which provide sensory experiences for young children to explore colour, texture and space, particularly in the outdoor area.

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who attend

The childminder has a good knowledge about how children learn and uses this effectively to support children in their learning and development. The childminder plans activities that are based on children's interests and which are developmentally appropriate. This engages children in learning and supports active participation. The environment is well organised and contains a range of interesting resources which support children across all areas of learning. The childminder uses resources well to enhance learning. For example, children take part in song and rhyme sessions where they use a range of puppets and props enthusiastically. The childminder extends children's language by asking questions, such as 'what do you think will happen next' and 'what did the doctor say?' The childminder also supports age-appropriate learning by posing more challenging questions to older children. For example, the childminder sings the first few words in each line of the song and asks

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who attend

children to finish off the words. Children listen carefully and are excited as they enjoy singing and making a range of movements. However, opportunities for children to count and explore number language are less well used.

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who attend

The environment is bright and stimulating. Children's artwork adorns the walls which shows that children's achievements are celebrated. The childminder involves children in daily planning by providing them with a range of laminated pictures which show different activities. Children discuss with the childminder the activities that they would like to do today. This means that activities are based on children's interests; as a consequence, children are actively engaged in learning. Effective learning and teaching is evident. For example, while younger children sleep after lunch, the childminder works with pre-school children on a tablet computer to explore different learning opportunities.

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who attend

The childminder has high expectations for children. She liaises with parents when children first start at the setting to ascertain children's developmental stage and complete baseline assessments. The childminder observes children while they play undertaking comprehensive observations. She then skilfully uses the information gained from observations to identify children's next steps in their learning as they move towards the early learning goals. The childminder undertakes progress checks at age two and completes summaries of learning and tracks children three times a year. This allows the childminder to build a good knowledge of children's individual needs. Tracking documentation shows that children make good progress.

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who attend

Parents are involved in children's learning and contribute to children's learning journeys. She works with parents to discuss activities that children are undertaking at home, which allows a consistent approach in supporting children with their personal care needs and in all areas of learning. Effective communication systems are in place. For example, daily verbal feedback, home link books and a designated parents' display board where parents can see individual planning that has been developed for their child.

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

Children are extremely happy and settled in the setting and have positive attachments with the childminder which enhances all aspects of children's development. Children independently seek out the childminder when they feel unsure of something, which shows that children develop a sense of security in her care. The childminder is a good role model, she shows children how to use resources, actively plays with children and extends learning through using good quality resources and effective teaching strategies. Children's behaviour is good. The childminder offers clear explanations and has high expectations of children. She discusses with children the importance of being aware of the needs of others. The childminder uses stickers and reward charts as visual cues for children so they can appreciate positive behaviour. Children are learning about their own and other cultures and beliefs because they celebrate birthdays and festivals together. Children

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

make birthday cakes for significant family members which supports children in their awareness of others.

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

The childminder has a high regard for children's safety. She has written risk assessments in place which cover a range of different activities, all aspects of the home and while children are on trips and outings. Children learn about risks through discussion. For example, when children do go on trips they wear high visibility jackets and nametags. The childminder asks children to identify specific aspects that they may need to be aware of. For example, stranger danger awareness in the park. This supports children becoming aware of potential dangers around them. Children are also further protected because the childminder keeps effective records including accident, medication and attendance records.

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

Children access the outdoors every day which means that they are developing knowledge of healthy lifestyles and the importance of exercise. Resources in the outdoor area promote children's physical skills. For example, older children enjoy playing on a trampoline, painting and playing in water. The childminder has developed an area in the outdoors for non-mobile children. However, resources which provide sensory play for children are still being developed. Children go on walks in the local environment and go on regular trips to a local soft play facility. During holiday periods trips are further afield, such as, the museum, the beach and the zoo. The childminder prepares menus which incorporate a range of healthy options and a variety of fresh fruit and vegetables. Children are encouraged to be independent and develop their self-care skills by using cutlery at lunchtime, accessing the bathroom independently and washing their hands at appropriate

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

Children are well prepared for transitions to school by the childminder completing a transition document and introducing children to school staff at local schools so that they can become familiar with their new environment. If children attend schools the childminder has not formed links with, she completes a summary of learning and transition document. This ensures that all providers are fully aware of children's current developmental stage as children move into full-time education.

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provision

The childminder evaluates and monitors planning and assessment procedures which ensure that she has a good knowledge of children's individual progress as they work towards the early learning goals. She fully understands the requirements of the Statutory framework for the Early Years Foundation Stage and ensures she is meeting her responsibilities in all areas. Comprehensive partnerships are in place with parents and other professionals which further support children's individual needs. Children are happy and confident, independently accessing resources, initiating discussion and inviting adults to join them in their play.

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provision

The childminder has a secure knowledge of local safeguarding procedures which means that children are safeguarded and well protected in the setting. The childminder has attended safeguarding training and is aware of who to contact should she have a safeguarding concern. Secure procedures are in place, such as comprehensive policies, daily safety sweeps and undertaking further training, such as, 'safeguarding issues when using social media sites'. Children are kept very safe whilst in the childminder's care because she observes and supervises the children well. In the home, the childminder ensures that all exits are locked, that the outdoor area is secure and uses safety equipment, such as safety gates.

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provision

The childminder has comprehensive partnerships with parents and purposeful partnerships with a range of other professionals. For example, the childminder consults with a speech and language therapist should she require advice and support on children's language and communication needs. This shows that the childminder is well informed about the way interventions can support children's learning. Parents' comments are very complimentary. For example, they say 'We are really pleased with our child's progress' and 'the childminder is very caring, my child is really happy and loves coming here'.

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provision

The childminder attends childminder network meetings and accesses training opportunities. She has recently attended training on 'baby play and development' and 'supporting the development of 2 year olds'. She regularly refreshes her knowledge through courses, such as, safeguarding, first aid and food hygiene. She uses self- evaluative practice to identify priorities for change. She has recently completed the local authority Quality Assurance scheme called 'High Five' which looks at all areas of her practice. She takes into account the views of parents through questionnaires, which further supports effective self-evaluative practice. For example, she has recently supported a pre-school child by focusing on writing and letter formation, in preparation for moving into full time education.

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provision

The childminder works hard to provide a caring and stimulating environment which supports children's individual needs as they progress through the early learning goals. She evaluates her practice and procedures to support constant improvement and is proactive in making changes quickly. All previous actions and recommendations have been addressed which show that the childminder is fully committed to constantly improving her practice. She has made a wealth of improvements since her last inspection.

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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 EY346240 Local authority Rochdale Inspection number 899430 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 4

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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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