Childminder in Stockport

Inspection date

Previous inspection date 16/12/2013 30/07/2009

p.1

early years provision

This inspection: 2 Previous inspection: 2 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

 Good settling-in procedures help children to make secure attachments with the childminder. They are happy and relaxed within the child-friendly environment that the childminder provides. This good emotional support helps children to settle quickly and grow in confidence.  Systems to monitor the delivery of all aspects of the educational programmes are robust. These ensure all children continue to make good progress from their starting points in every area of learning.  There are very good working partnerships between parents and the childminder. The childminder regularly shares learning journeys and daily diaries, which keeps them informed about their child's progress.  The childminder has a good knowledge of safeguarding and as a result, children are kept safe and secure.

p.1

It is not yet outstanding because

 There is scope to extend the children's communication and language in different ways, for example, by supporting children to clarify their thinking through talking while they solve problems together.

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 the childminder and the children she was caring for. This took place in the childminder's home.

p.2

Inspection activities

 The inspector discussed safeguarding with the childminder and looked at her policies, risk assessments and daily registers.

p.2

Inspection activities

 The inspector shared ongoing discussion and joint observations with the childminder throughout the visit.

p.2

Inspection activities

 Parents' views were gathered through letters and questionnaires they had left with the childminder.  The inspector sampled children's information and development records.  The inspector looked at the childminder's self-evaluation form.

p.2

Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children in a house in the Romiley area of Stockport. The whole of the ground floor, bathroom on the first floor and the rear garden is used for childminding. The family has pet dog.

p.3

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 and collects children from the local schools and pre-schools. There are currently seven children on roll, two of whom are in the early years age group and two are under eight years. They attend for a variety of sessions. The childminder operates all year round from 6.30am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

p.3

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

 extend opportunities for the children to develop their communication and language skills, for example, by supporting children to clarify their thinking through discussing and solving problems together.

p.3

who attend

The childminder provides a good range of well-planned play and learning experiences that reflect individual children's interests and stage of development. Her constant encouragement and interaction with children helps them make good progress in their learning and development, given their starting points. The childminder makes accurate observations of what the children are learning and uses these to plan the children's next steps in their learning. As a result, children are developing a range of skills that will help them in their next stage of their learning, such as when they move on to school.

p.3

who attend

Teaching is good. Children play for long periods of time with toys that interest them. They are able to create their own stories using resources as props, for example, the children enjoy pretending to run a cafe using a toy kitchen and some recipe cards. The childminder supports this through playing alongside and asking open-ended questions to encourage the children to develop their communication and language skills. However, the childminder occasionally misses opportunities to extend the children's communication and language in different ways. For example, by supporting children to clarify their thinking through talking while they solve problems together. The childminder helps older children to make progress with their literacy skills through encouraging them to read their books from school. Children are supported to make progress in learning about numbers, through counting everyday objects and counting the ingredients when they bake cakes. Children enjoy

p.3

who attend

exploring the sounds that different instruments make. The childminder encourages them to join in with familiar songs through singing and playing instruments together. The children play with puppet theatres and use the puppets to tell their own stories. Older children enjoy drawing, painting and exploring a variety of media and materials to create pictures. These all aid children in developing in expressive arts and design. The children develop their larger physical skills in the childminder's garden and through regular visits to the local park. They enjoy making dens, exploring sand and water, playing in large toy cars and climbing on a climbing frame.

p.4

who attend

The childminder has put in place effective systems to work in partnership with parents. Parents contribute to their children's assessments and are kept well informed of their child's progress, through daily conversations, daily diaries and learning journeys. The childminder shares good practice with parents. For example, she has a large poster that she has made with photos of the children playing. This provides parents with information on how their children learn and develop in all the different areas of the Early Years Foundation Stage. This effective partnership working means that children's individual needs are met and their learning is linked well between home and the childminder.

p.4

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

Children are happy and settled in the childminder's care. This is because she has a very calm and caring nature and is sensitive to their individual needs. A gradual settling-in period helps children to feel safe and comfortable in her home and they quickly gain a sense of belonging. Children clearly enjoy the childminder's company and are responsive to her support and reassurance. The childminder finds out about children's home routines and favourite toys. As a result, children's emotional development is promoted effectively.

p.4

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

Children behave well in the childminder's care. They know what is expected of them and their good behaviour, effort and achievement is promptly recognised and praised. This helps them to feel good about what they do and raises their self-esteem. All areas of the childminder's home that are used for minding are clean and safe. The childminder ensures that the family dog is not near the children while they are eating and drinking. Children find out about different cultures through learning about a range of festivals. This encourages them to talk about differences and similarities. The childminder provides children with a range of toys inside and outside. She has improved the accessibility of resources since the last inspection and ensures children have access to a range of suitable resources that they can access independently. The childminder also has photos of additional toys that are stored in an outside cupboard; older children select and request

p.4

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

these toys, after looking at the photos. Children learn to play with other children when visiting local play sessions. This helps to prepare young children for the transition to school.

p.4

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

Children learn personal care skills appropriate for their age and stage of development. The childminder encourages independence, for example, children learn to put on their own shoes and coats and this helps to prepare them for school. Effective hygiene routines are in place and children learn about the benefits of healthy eating in a variety of ways. For example, they learn about healthy foods through visits to the local greengrocers and discussions at meal times. Meals are provided by parents and therefore reflect the children's individual requirements. The childminder provides children with healthy snacks and drinks. She helps children to gain independence by encouraging them to be involved in preparing snacks, such as sandwiches, cutting fruit and vegetables and pouring their own drinks. Younger children are supported to eat and drink independently. Children receive plenty of fresh air and exercise and this contributes to their physical health and

p.4

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

well-being. They learn about safety because they are reminded of road safety while they walk to school. The children regularly practise fire evacuations and are aware of how and why they do this.

p.5

provision

The childminder has a good understanding of her responsibility to meet the safeguarding and welfare requirements and the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. The childminder has a good understanding of how to protect the children in her care and ensure that they remain safe. A well-written policy is shared with parents so that they are clear of the childminder's responsibilities in keeping children safe from harm. She is very aware of her local procedures for child protection and knows who to contact should she be concerned. All adults living on the premises are suitably vetted. Documentation is maintained well and all policies and procedures, which are shared with parents, effectively support the childminder's practice. The childminder is clear about the need to notify Ofsted of any significant events or changes. She conducts risk assessments for her home and outings.

p.5

provision

This ensures that any potential risks are identified and reasonable steps are taken to minimise hazards to children both inside and outside the house. For example, the front door is kept locked, electrical sockets are protected and the family dog is not left unsupervised with children. The childminder has systems in place to monitor the progress of all children and ensure they make good progress.

p.5

provision

The childminder's self-evaluation is good. She is able to identify and act on any areas for improvement in her practice. The childminder seeks the views of parents and children through regular questionnaires, which she uses to inform her systems for self-evaluation. She is able to identify areas for improvement to further improve her service. The childminder shows a commitment to improve her practice. She has attended a training course on the new framework since her last inspection and is actively looking for other courses to attend. The childminder regularly works with the local authority and other childminders to gain ideas on how to improve her practice. This commitment is evidenced by the improvements made in line with the recommendations of the last inspection, such as by improving the daily register, enhancing the information available for parents and ensuring children have access to a wider range of resources.

p.5

provision

The childminder works in partnership with parents, to promote children's learning and development. Parents talk about how well the childminder supports their children. As a result, their children are happy and settled. The childminder works well with the other providers the children also attend to ensure that they regularly share information about what the children have been learning. This ensures the children benefit from a consistent approach to supporting their progress.

p.5

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.6

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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

p.7

Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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.7

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.8

Setting details

Unique reference number EY306930 Local authority Stockport Inspection number 943597 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

p.8

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.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.8

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.8

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.9

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.9

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.10

Type of provision

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

p.10