Childminder in Stockport

Inspection date

Previous inspection date 12/07/2013 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

 Children have a warm, close relationship with the childminder and this helps them to feel settled and secure.  The childminder provides good levels of challenge to the children because she uses her observations of children's learning to identify and plan for the next steps in their learning. As a result, children make good progress in their learning and development.  The childminder establishes generally strong links with parents. She keeps them well informed about their child's day through the use of daily diaries.  The childminder has a secure understanding of the safeguarding and welfare requirements. This ensures children are kept safe and their well-being is effectively promoted.

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It is not yet outstanding because

 The childminder does not yet include the views of parents and children when evaluating her practice, so that the quality of care continues to develop in line with their views and wishes.  There is scope to acquire further resources to enhance children's understanding of the world and imaginative play.

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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 spoke to the childminder when suitable to do so.  The inspector observed the children in the playroom and kitchen.

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Inspection activities

 The inspector examined documentation which included the childminder's planning, assessment and monitoring records, and some daily records.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her three adult children and son aged four years in the Offerton area of Stockport, Cheshire. The whole of the ground floor is used for childminding. There is a secure enclosed rear garden available for outside play. The family has a pet dog and two guinea pigs. The childminder attends a 'play and stay' session at the local children's centre. She visits local parks and collects children from a local nursery. There are currently four children on roll, two of which are in the early years age group and attend a variety of sessions. She operates each day all year round. She is also able to offer care to children over five to 11 years.

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

 extend self-assessment by using the views of parents and children to help identify areas for improvement in line with their needs

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

 extend resources with regard to role play and natural resources in order that children gain an even wider understanding of the world and have further opportunities to extend their imaginative ideas.

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who attend

The childminder has a good understanding of how children learn. She provides a varied range of activities to promote their development in all areas of learning. As a result, children make good progress. For example, baking biscuits provides opportunities for learning and development in communication and language, physical development and personal, social and emotional skills. The quality of teaching is good because the childminder knows the children very well and spends her time playing and interacting effectively with them. Children's communication and language skills are very well supported by the childminder. As a result, children are gaining a good range of skills to support their readiness for school, when the time comes.

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who attend

The childminder engages parents when children start to gain a sense of what the children like and can do. Following a settling-in period she uses her observations of the children to create a summary that covers the prime areas of learning to act as a baseline assessment. Children's development is carefully recorded in learning journey records, which include samples of work, photographs and regular observations. Parents have access to this information and make comments about their children's progress. She is aware of children's progress and where it is matched within the expected developmental bands of progress using guidance documents to support her judgements. The childminder demonstrates how she engages with other settings, such as nursery, for those children who receive shared care. This communication is documented and newsletters from school regarding current themes are utilised. This ensures continuity in children's learning experiences between

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who attend

Children thoroughly enjoy exploring their environment and they make choices about their play and learning. The childminder ensures she sets out a variety of toys which she knows will capture children's interest. For example, a car track and cause and effect resources are displayed attractively. The childminder knows the children well and has purchased books about fairies and princesses to encourage children's interest in reading. Children are becoming aware of their environment as the childminder plans interesting and exciting outings to local parks. However, there is scope to further develop a wider range of natural resources for children to explore and investigate.

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who attend

Children receive meaningful praise as they play. The childminder uses children's interests to promote and develop their early mathematical skills. For example, she encourages them to count the blocks as they happily give her some bricks saying 'one more', 'and another one'. She introduces the concepts of 'in' and 'out' as the child posts the balls in the cause and effect toy. As a result, children's understanding and learning are well supported as they play. Walking and riding scooters to and from nursery promotes children's physical development and there are good opportunities to practise their climbing skills on the equipment in the park. Posters and pictures provide visual images of numerals and print within the environment. For example, there is a number line that has been made by the children displayed in the kitchen. Cars, trains and figures foster the children's imaginative play, along with a good selection of dolls.

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who attend

Children are very comfortable and relaxed with the routines and rhythms of the day. For example, they know when it is time for snacks, nappy changing and sleep time. As a result, they feel secure and content. Children explore media and materials and enjoy using the hose pipe, water play with pasta and different containers. As a result, they develop their imagination and exploratory skills. Children explore familiar resources reflecting everyday life and use a tea pot, spoons, plates and dishes. They learn about shape, space and measure as they enjoy filling and emptying containers.

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

The premises are clean and well maintained, with good use of space that is creatively organised. All facilities, toys and equipment meet the care and learning needs of the children attending. Children's health is well promoted. They begin to learn to manage their own personal hygiene and they know why they need to wash their hands before they have their lunch or after using the toilet. Healthy snacks of fruit and breadsticks are prepared for the children. The childminder also takes into account dietary requirements, which shows how the childminder works effectively with parents to support children's well-being. The childminder provides an environment where the children's personal, social and emotional needs are confidently met. As a result, children are happy, secure and relaxed. They share warm relationships with the childminder and readily seek a cuddle from her. She responds positively to them to provide comfort or reassurance when needed. The

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

childminder's home is set up so that children of all ages can independently access a wide range of toys and activities. Consequently, children show good levels of independence in their play. Good settling-in procedures ensure a smooth transition between home and the childminder's care. Behaviour is managed in partnership with parents, to ensure consistency in approach for the children. Children are praised and supported to behave in a positive manner and are rewarded with stickers. Simple house rules enable them to take responsibility for their actions. For example, they learn to take turns and to share equipment fairly. Children are beginning to learn about their own safety as they take part in fire evacuation procedures and are reminded not to put toy bricks in their mouth and why.

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provision

Since registration the childminder has built a good service and demonstrates a strong drive to build on her success. Most of the childminder's plans for improvement are self- identified. However, this process does not yet include the views of parents and children so that any changes she makes in the future take account of their views, opinions and needs. The childminder has a good understanding of her role and responsibilities in protecting children from possible harm and neglect. She is confident in her approach to protect the children in her care and has clear safeguarding procedures in place, which are shared with parents. Children's safety is further promoted as the childminder carries out effective risk assessments, for example, for outings to the park. She has recently completed paediatric first-aid training so is confident that she is able to deal with accidents if they occur.

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provision

The childminder is currently studying for a qualification at level 3. She is supported by the local authority early years team. She has an in-depth knowledge of the requirements for the Statutory framework for the Early Years Foundation Stage. She delivers an effective educational programme to the children in her care because she plans effectively to support their individual needs and development and successfully tracks their progress. In this way, she is able to consistently monitor their progress and identify any gaps in their learning should they develop.

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provision

The childminder has attended the required local authority training and has regular contact with other childminders to share good practice. She carefully reflects on her practice and is constantly looking at ways to improve and develop. For example, she is currently developing her role-play area to improve the range of resources to support children's imaginative play further. The childminder has built up partnerships with the nursery that some children attend. Consequently, this supports continuity of learning for children who attend more than one setting. The childminder successfully engages with parents. She has strong relationships with parents and uses a helpful variety of communication techniques to establish good day-to-day working relationships with parents. Clear procedures are in place to find out about children's needs before they start. Information about children is shared daily and the childminder provides written details of the children's day in a daily diary.

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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 EY453805 Local authority Stockport Inspection number 901569 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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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

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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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