Childminder in Tameside

Inspection date

Previous inspection date 24/07/2013 20/09/2012

p.1

early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

p.1

This provision is good

 Children are engaged and enjoy learning because the childminder plans exciting activities which meet the interests and needs of different age groups.  The childminder has a good knowledge of the Early Years Foundation Stage and how children learn. She understands the importance of allowing children to take the lead in their play so they can be independent, creative and have their own ideas.  Assessments are accurate and are monitored on a regular basis. They effectively inform the childminder of any gaps in learning or where children require extra support. Children with special educational needs and /or disabilities are identified early and support is put in place so their needs are very well met.  Children feel emotionally secure and happy because relationships are close. The childminder ensures children's interests and care needs are well met.

p.1

It is not yet outstanding because

 The environment and learning opportunities for pre-school children to write for different purposes are not fully explored so children can make the best possible progress in their writing skills.  Opportunities for pre-school children to further develop their independence to the utmost and take on small tasks are not fully explored, such as laying the table or serving their own drinks and food at mealtimes.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed children in the lounge, kitchen and outside area.  The inspector spoke with the childminder at appropriate times during the inspection.

p.2

Inspection activities

 The inspector carried out a joint observation with the childminder and observed an activity where children were investigating the properties of dried rice.

p.2

Inspection activities

 The inspector looked through children's observation files, checked evidence of suitability and qualifications of the childminder, and reviewed a selection of records and policies.  The inspector took account of parents' views through written questionnaires.

p.2

Information about the setting

The childminder was registered in 2004. She lives with her partner and children aged 18, 13 and six years in a house in the Droylsden area of Manchester. She works with her partner who is her childminding assistant. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The whole of the ground floor of the childminder's home and the bathroom on the first floor of the property are used for childminding purposes. There is a secure area for outdoor play and the family has tropical fish and a dog.

p.3

Information about the setting

There are currently ten children on roll, seven of whom are in the early years age group and attend for a variety of sessions. The childminder also cares for children aged over five years to 11 years. The childminder is open every day from 7am to 6pm throughout the year, except for family holidays. She is able to take and collect children from the local primary school. She holds a level 3 childcare qualification and holds a foundation degree in Early Childhood Studies. She supports children with special educational needs and/or disabilities.

p.3

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

 create an environment which is rich in print and provide planned and unplanned opportunities for pre-school age children to write for different purposes, such as shopping lists and menus, to enhance their literacy skills even further

p.3

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

 develop further opportunities for pre-school children to increase their independence by taking on responsibilities and taking a more active role in the setting, such as handing out plates, pouring own drinks and serving their own food at snack and lunchtimes.

p.3

who attend

Children are eager and motivated to learn. This is because the childminder plans activities in line with their interests and she shows an interest in what they do. The childminder has a secure knowledge and understanding of the Early Years Foundation Stage and how children learn. As a result, children make good progress in their learning towards the early learning goals. Good quality observations are carried out on a regular basis and the childminder takes photographs so parents have a pictorial record. The observations effectively inform her of children's next steps in their learning and are linked to areas of learning. The childminder carefully tracks children's progress and has a secure understanding of their stage of development. Educational programmes are well covered across the seven areas of learning and meet the age and stages of all children appropriately. This ensures all children are well prepared for their next stage in learning

p.3

who attend

The childminder plans activities which support children's learning effectively. She knows that young toddlers enjoy filling and emptying containers and exploring the textures of different materials. By providing a tray containing dry coloured rice, pasta and a wide range of scoops and tools, children can explore and investigate. The activities she provides are well organised and really capture the interests and meet the needs across the age range. For example, babies successfully access the tray of rice by pulling themselves up to stand next to the table. They demonstrate effective coordination skills as they pick up rice using their fingers. Toddlers fill and empty containers of rice and watch in amazement as they sprinkle it in the air and watch the rice fall. They say, 'Look, it's like the rain!' Secure teaching is firmly rooted in this setting. For instance, the childminder supports pre-school

p.4

who attend

children to use mathematical language, such as 'full' and 'empty'. Her questioning techniques are effective also. For example, she asks them, 'Can you count how many scoops of rice it takes to go to the top?' The childminder assists children well to count accurately and to work out 'one more' than a given number. When pre-school children make a mistake she quickly corrects them and encourages them to try again. They successfully tell the childminder that one more than five is six and count accurately up to 11.

p.4

who attend

Babies and toddlers are inquisitive learners and enjoy looking at their reflection in metallic objects. They peer into a colander, for example, and see their reflection and then try and touch the image they can see with their hands. This means they are trying to make sense of the world around them. They are strongly encouraged to self-select resources to be independent while also taking part in small group activities. For example, the childminder encourages children to join in nursery rhymes and move in time with the music. She has a good knowledge of individual needs of children, especially children with communication and language difficulties who find group activities difficult. For instance, while she allows them freedom to choose resources of their liking, she also gently encourages them to participate in singing. An example includes persuading them to sit on her knee and join in with clapping. The children respond and start to join in with singing and clapping for short

p.4

who attend

periods. The childminder understands the importance of modelling language with children. She also engages with children to ask them questions about activities they enjoyed in the past to encourage effective communication skills. Toddlers are confident and point to photographs and pictures they have drawn of frog spawn they saw in a pond recently. The childminder effectively moves children forward in their learning by showing them pictures and information about the life cycle of a frog on the internet. This means children develop a good understanding of living things and develop a good knowledge about computers.

p.4

who attend

Physical activity is strongly encouraged at all times and children particularly enjoy a wide variety of physical activities indoors and outdoors. Good examples include scooters, bikes, moving toys to develop walking, and opportunities to make marks using tools. Children are well prepared for school life and the childminder has high expectations. Positive experiences include learning to write their own name, learning to form letters properly and hearing and saying initial sounds in words. Children demonstrate a strong knowledge of different letters and sounds. For example, they recognise that marks have meaning and see the letter 'S' in a tray of dried rice. Wherever possible the childminder encourages children to practise handwriting. However, opportunities for pre-school children to write for different purposes, such as shopping lists in the role-play area are not fully developed. Also, the environment is not maximised to the full to support children's literacy skills. For

p.4

who attend

example, letters of the alphabet and word banks are not on display for children to support their writing. As a result, pre-school children are not able to reach their full potential in their literacy skills. Creative activities are enjoyed by children. For example, babies show delight when they make hand prints using coloured paints. They enthusiastically join in songs and bang objects together to make different noises.

p.5

who attend

The childminder has a positive relationship with parents. She keeps them up-to-date about their child's learning through diary sheets and daily discussions. Parents are fully involved and kept up-to-date with children's progress because they regularly look at assessments. The childminder asks parents about what their child's interests are and ensures she incorporates them into her planning. Any concerns about children's progress are handled sensitively and the childminder knows who to contact if a child requires additional support from outside agencies. She has a good knowledge about the progress check at age two and has a secure understanding about what is involved. As a result, there is effective continuity of care and parents are involved in their child's learning from the beginning.

p.5

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

Children are cared for in a nurturing and welcoming environment and attachments are strong. As a result, children feel emotionally secure and happy. Careful consideration is given to ensuring transitions from home to the setting are smooth. This is successfully achieved because the childminder speaks to parents to find out about their child's interests and needs. Home routines are mirrored well in the setting so there is effective continuity of care. Comments from parents are complimentary. For example, they say, 'My child has settled in very well over the last few months and has no anxieties at being left with the childminder each morning.'

p.5

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

Children develop good independence skills, for example, they help themselves to resources and are encouraged to talk about what they intend to make or do. Children are offered an interesting and wide range of physical activities for promoting healthy lifestyles. For example, children ride bikes, push walkers and have regular trips to the local park. Healthy and nutritious snacks and meals are provided by the childminder so children are fit and strong. Babies sit in high chairs and older children sit on child-sized chairs at a low- level table, so equipment is age and stage appropriate. Children demonstrate effective self-help skills and can feed themselves from plates and drink from cups. However, opportunities for pre-school children to take on responsibilities, such as laying the table or pouring their own drinks, are not fully explored. This means that there is less scope for them to be highly independent. Good hygiene procedures are effectively implemented by

p.5

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

the children. For example, pre-school children have a very good understanding of the need to wash their hands after using the toilet. They say, 'I am going to use soap afterwards.' They manage their own personal hygiene well and then show their hands to the childminder and say, 'All clean. Look and smell.' Arrangements for nappy changing are good as hygiene procedures are carried out to a high standard. For example, the childminder wears gloves and the mat is hygienically wiped so there is no risk of cross- infection. Babies and young toddlers are encouraged to play with toys while they are being changed. Good quality interactions between the childminder and children mean that relationships are strong. This is shown by the way babies giggle and sing songs, demonstrating they are happy and feel relaxed.

p.5

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

The childminder supervises children well and teaches them about safety at every opportunity. For example, she regularly tells children about road safety and stranger danger when out and about. In the setting, children are very aware of what to do in the event of a fire. This is because regular fire drills are carried out. Children confidently say, 'The children line up at the door and then go outside and wait at the lamp post.' This means they have a good understanding about keeping themselves safe. The childminder has a secure understanding that children require space to move around. The premises she provides are conducive to effective learning. She makes good and flexible use of space on days when she has many children. For example, she uses the outdoor area and takes children to Mums and Tots sessions. There is no risk to children's safety and space is sufficient to meet the needs of children. Children are very well behaved. They are very

p.6

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

aware of their boundaries and are motivated to learn because activities are in line with their interests. Children take turns and help one another to fill containers of dry rice and praise one another for their efforts.

p.6

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

Links with local schools and playgroups are well established to ensure effective continuity of care. For example, the childminder takes children to local schools on the school run and knows the staff well. The childminder receives newsletters and attends meetings at the school with parents. Consequently, she has a good knowledge about children's learning and topics being covered. She successfully reflects similar topics in her own setting. She recently accompanied parents and a child on a pre-visit to nursery class. This is a good example of working in partnership with parents and school while meeting the needs of the child. As a result, transitions are seamless and children settle quickly in their new environment.

p.6

provision

The childminder has a secure knowledge and understanding of safeguarding policies and procedures to keep children safe. She has recently completed a refresher safeguarding course and has a valid paediatric first aid certificate. She works closely with her childminding assistant and roles are clear. This enables the smooth and efficient running of the setting. Robust safety checks and detailed risk assessments for the premises and outings are in place. Furthermore, children are supervised well at all times so they are kept safe. The childminder has a good understanding of the welfare requirements of the Statutory Framework for the Early Years Foundation Stage. For instance, she knows that she must meet the appropriate adult to child ratios. During the inspection evidence clearly showed that she adheres to the required ratios. Therefore, there is no risk to children's safety. When children walk to school, the childminder always ensures they hold on to the

p.6

provision

pushchair and wear high visibility jackets so children are protected. All household members are vetted and are suitable to live and/or work with children on the premises. All the required documentation, such as accident and medical records, are maintained to a high standard. Policies are shared with parents and the childminder implements her behaviour policy well. Through discussion and observations of the childminder, she is a good role model to children and demonstrates professional conduct with adults.

p.7

provision

The childminder continually reflects upon her provision and has a positive attitude. She gathers the views from parents and children and makes improvements if necessary. She has met previous actions from her last inspection swiftly. For example, she has made changes to the staircase so that children are effectively safeguarded. She also now keeps an accurate daily record of the names of the children being cared for on the premises and their hours of attendance. The childminder is experienced and is keen to keep up-to-date with recent changes in the early years. She has recently completed a foundation degree in Early Childhood Studies and has gained more knowledge to further enhance her practice. Relationships with other childminders are strong and effective and time is spent sharing existing good knowledge and skills. The childminder is responsible for the running of a local Mums and Tots session twice a week and is able to transfer her skills to her setting

p.7

provision

The monitoring of educational programmes and assessment is secure so any gaps in learning are easily identified. The childminder is meeting the learning and development requirements and assessments are shared with parents and carried out on a regular basis. Partnerships with parents are strong. They are kept well informed about their child's learning from the beginning. For example, they contribute to baseline and continuous assessments and receive monthly newsletters so they know about upcoming events, or topics their child will be doing. Children with special educational needs and/or disabilities are identified early because the childminder observes and uses her assessments well to identify areas for development. The childminder has wide experience of working with outside agencies and, therefore, knows who to contact if she has concerns about a child's development. Links with school are strong and enable effective continuity of care.

p.7

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

p.7

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.

p.8

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.

p.8

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.

p.9

Setting details

Unique reference number EY282226 Local authority Tameside Inspection number 928416 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 10

p.9

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.

p.9

Type of provision

For the purposes of this inspection the following definitions apply:

p.9

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.

p.9

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.

p.9

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.

p.10

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,

p.10

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’.

p.11

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.11