Childminder in Tameside

Inspection date

Previous inspection date 11/02/2014 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 relate well to the caring nature of the childminder. Consequently, they form secure emotional attachments, which enables them to feel confident in their surroundings.  The childminder has developed partnerships with parents especially with establishing children's interests, which makes a significant contribution to the settling-in procedure. Consequently, children are settled and happy.  The childminder has a good knowledge of the individual needs and interests of the children in her care. As a result, she plans appropriate and stimulating activities across the seven areas of learning.  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 has not fully considered ways to engage parents in extending their child's learning at home.

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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 had a tour of the premises.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's assessment records and a range of other documentation.  The inspector observed children engaging in a variety of activities.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner in a terraced house in Mossley. The whole of the ground floor, and the first floor and one bedroom and bathroom on the second floor are used for childminding. She has no pets.

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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 park, woods and other organised groups on a regular basis. There are currently four children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and personal 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:

 strengthen the already good relationships with parents to fully involve them in extending their child's learning and development at home, so that children's learning is fully complemented.

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who attend

The childminder has a good knowledge of the Early Years Foundations Stage and she understands how children learn. As a result, she provides them with a range of planned and freely chosen play experiences across the seven areas learning. Consequently, children make good progress in their learning and development. The childminder knows the children in her care well. Clear observations of children's learning are recorded in their learning journals, which enables the childminder to identify children's next steps. As a result, the childminder is able to plan a range of appropriately stimulating activities that support children to make good progress towards the early learning goals, which supports their future learning.

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who attend

Children are encouraged to make choices over their play as the childminder presents a large selection of resources at their height in a bright and welcoming environment. Therefore, children's independence is promoted from an early age. Young children are encouraged to engage in sensory activities and this is promoted through the resources and the activities provided. During adult-led activities children are given the time to explore resources and the childminder sensitively extends their play, while giving the children the freedom to investigate. For example, touching ice and feeling it on different parts of the face, watching the effects of warm water on the ice and having the freedom to explore what happens when they splash the water. Speaking and listening skills are promoted well. The childminder is a good role model and models good listening during activities. She supports the language acquisition of young children by modelling the words

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who attend

and giving praise when children attempt the word. As a result, children feel secure in attempting to talk.

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who attend

The childminder has good relationships with parents. She encourages them to share information about their child's learning when they start at her setting and in their daily discussions together. Play is then planned around the child's interests and needs. The childminder shares photographs, observations and comments on the child's learning and development in her discussions with parents. Consequently, parents are kept informed about their child's achievements. Parents comment 'My child has constant stimulation, he is constantly learning and experiencing new skills everyday'. However opportunities to support parents to extend their children's development at home are not fully embraced.

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

Children develop secure emotional attachments with the childminder and this is evident as children freely cuddle her during their play. These relationships are enhanced through the childminder's clear settling-in procedure, which is guided by parents and children's individual needs. Parents speak highly of the childminder's settling-in procedure, saying 'You expertly guided me through the process of leaving my child with you when I returned to work after maternity leave and I felt reassured and comforted that my child was being well looked after'. Children and parents visit the childminder's home prior to starting at the setting to support the child in becoming familiar with the environment. This is also an opportunity for parents to share information with the childminder about their child's care needs and learning so far. As a result, the childminder has a good understanding of individual children's needs and plans activities based around children's interests.

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

Consequently, children are happy, confident and settled in the childminder's care.

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

Good hygiene procedures, such as regular hand washing are promoted at all times and the childminder promotes healthy lifestyles through providing a healthy well balanced diet and promoting exercise. She takes children on regular outings, such as, to the park, walks in the woods, visits to the nature reserve and a regular exercise class for children. These opportunities provide experiences for children to learn about risks in their local environment, and support them in making calculated risks, for example, when climbing. As a result, children are developing an understanding of keeping themselves safe. These activities also provide good opportunities for fresh air and exercise. Consequently, the childminder provides the space and freedom for children to explore while being kept safe through her supervision and support.

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

Children's behaviour is good because the childminder takes a consistent approach in her expectations regarding how children behave. She rewards good behaviour with positive comments and explains to children why certain behaviour is inappropriate dependent upon the age and stage of the children. The childminder enhances children's confidence and self-esteem by praising the children when they try hard or achieve. Children have a good sense of belonging in the setting as there are photographs of the children engaged in a variety of activities and children enjoy looking through a photograph album of themselves. The overall atmosphere is one of calm, so children are happy and focused during child- initiated and adult-led play. The childminder supports children to socialise with other children by attending regular sessions at different groups. As a result, children are gaining skills, which will support them in the transition to school.

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provision

Children are effectively protected from harm as the childminder demonstrates a secure knowledge of her responsibilities with regards to safeguarding children. She has attended courses to support her understanding of child protection and support her in identifying signs of abuse. Children remain safe and secure in the childminder's care, as she conducts thorough risk assessments of her home and outings. For example, children do not play in the garden, but instead enjoy a variety of outings to parks, woods and the local nature reserve. Appropriate records regarding accidents are also kept and parents are informed. A comprehensive range of policies and procedures, which all parents are given copies of, meet all welfare requirements to support the safe and efficient management of the setting.

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provision

The childminder has identified strength and weaknesses through self-evaluation procedures, which provide opportunities for her to review and evaluate her provision on a regular basis. As a result of effective self-evaluation, the childminder has identified areas that she needs further training and actively seeks these courses to support her. She involves parents and children in her evaluation. The childminder seeks parents input through questionnaires and daily discussions and by assessing children's enjoyment and learning in the activities and resources that she provides. As a result, the childminder is always reflecting upon her practise and the changes she could implement to support the children who attend her setting.

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provision

The childminder is building positive relationships with parents of the children she cares for. Parents are complimentary about the childminder and they are happy with the care and teaching that she provides. Comments, such as 'I am impressed with the routines and the care for my child is 10 out of 10' and 'I am blown away with the care' are made by parents. The childminder communicates with parents on a daily basis and shares information about the children's day, as well as having regular opportunities to share children's learning and development. As a result, parents are aware of how their child is progressing in their learning and development. At present the childminder does not care for children who attend another setting. However, through discussion, the childminder demonstrates an understanding of the importance of building partnerships and links with other settings when the time comes, to support children's transition and future learning.

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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 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

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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.

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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 EY466074 Local authority Tameside Inspection number 933459 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 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

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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