Tracey Cash

Inspection date

Previous inspection date 21/02/2014 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

 The childminder has a good understanding of each child's stage of development and plans a range of experiences both in the home and the wider community, which engages and motivates children. Consequently, all areas of a child's learning and development are covered and they make good progress.  Children are happy and confident. They form warm and secure relationships with the childminder and her assistant, because they receive regular praise and encouragement, have familiar routines and consistent boundaries.  The childminder regularly reviews the effectiveness of her setting, taking into account the views of parents and makes plans for future improvements. Children who attend other settings make good progress because the childminder works in partnership with them to plan for the child's needs.  Children are safeguarded because the childminder and her assistant have a good knowledge of the procedures to follow if they have any concerns about the welfare of a

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It is not yet outstanding because

 The childminder is not fully following current recommendations for good dental hygiene and as a result, some children are not given sugar free drinks throughout the day.

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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 accompanied the childminder on the school run where she took into account the views of parents.

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Inspection activities

 The inspector observed activities outdoors, in the lounge and playroom of the childminder's home.

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Inspection activities

 The inspector looked at a sample of children's records and assessments and staff qualifications and suitability.

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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 husband and two children, one adult and the other aged nine years in a house in Stockport, Cheshire. The whole of the ground floor, bathroom on the first floor and rear garden are used for childminding. The family has two dogs, two bearded dragons, fish and chickens as 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 shops and park on a regular basis. She collects children from the local schools and pre-schools. The childminder operates all year round from 7am 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:

 review daily routines, so that children's good health and understanding of dental hygiene procedures are fully promoted by seeking and implementing best practice guidance on the latest recommendations for healthy drinks for children.

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who attend

Children are well supported in their progress as the childminder and her assistant have high expectations of themselves and the children in their care and frequently review the effectiveness of the provision to help drive improvement. The childminder gathers information from parents about each child's starting points and together, with regular observations, plans challenging activities for each child, which engages their interest and supports their individual learning and development needs. Where a child also attends another setting, such as part-time nursery, the childminder makes effective links with that setting to share information about the child's progress.

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who attend

The quality of teaching is good. The childminder and her assistant skilfully incorporate opportunities for children to develop their communication and language skills throughout the day as they ask sensitive and open-ended questions. They provide a running commentary of what the children are doing and introduce new words, for example; 'oh your car is flying, is it an aeroplane?' As a result, children are gaining the skills to support their next stage of learning, such as moving onto school. The childminder uses planned and spontaneous opportunities for song and rhyme time and when the children are less physically active, they are able to choose books and snuggle up on the sofa to read their favourite stories, which the childminder annotates with questions and discussions to promote the child's language skills. For example, a story about polar bears prompted a discussion about snow and whether they could see any snow outside.

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who attend

The childminder has a good range of resources, which she uses effectively to enhance learning. For instance, when a child showed an interest in pirates, the childminder helped the child to draw a treasure map and then plan a treasure hunt outdoors, which was further enhanced by placing 'treasure' under the X in a game of noughts and crosses that the child had earlier identified. This supports the child's emerging literacy skills and imagination. The childminder makes good use of the local community to further children's learning. For example, in response to one child's fascination with 'small world' horses, the childminder planned a visit to a local farm.

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

Children's personal, social and emotional development is supported well as they are encouraged to be considerate to others, share and take turns with the equipment and resources. Regular routines support children's growing independence as they are encouraged to wash their own hands after using the bathroom and negotiate descending the stairs unaided. When the childminder asks the children to predict what will happen next, they eagerly reply 'snack time'. The childminder and her assistant consistently role model good manners and use praise effectively, so that children know exactly what they are being praised for, such as, 'well done for sharing the snack with others'. Mealtimes are an opportunity for children to build relationships with their peers and adults as they talk about the food they are eating and count the dog prints on the tablecloth. Children have access to drinking bottles throughout the day and confidently recognise and choose their

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

own drink. However, some children are given juice to drink throughout the day and although, it is watered down, it is not consistent with best practice relating to promoting good dental hygiene. Children have regular opportunities for outdoor play where they develop their physical skills using a range of appropriate equipment. They learn about road safety while walking back from school when they discuss how to cross the road safely using a pelican crossing.

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

The childminder and her assistant have built warm and responsive relationships with the children and as a result, they are emotionally secure, content and able to play cooperatively with their peers. When very young children choose to play with the same resource, the childminder uses a balance of distraction and praise to skilfully diffuse any disagreements and enable each child to delight in their own learning. Easily accessible resources and equipment allow children to initiate their own play. This provides opportunities for children to have close, quiet, one-to-one time with the childminder as they snuggle up on the sofa with a book or more cooperative and noisy times as they sing and dance along to familiar rhymes and music.

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

Strong emphasis is placed on building effective relationships with parents and as a result, new children settle well. Information is gathered about children's likes and dislikes and their wider family, which helps the child to feel valued. For example, talking to a new child about their siblings and pets gave them the confidence to communicate freely with the childminder. Where a child attends more than one setting, the childminder seeks to build a working relationship to share information and plan educational programmes, which complement that of the main provider. Transition to school is well supported as the children regularly visit the school to collect older children. They become familiar with the teachers in the playground and are able to look round the nursery classroom and meet the nursery staff.

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provision

Children are cared for in a safe and secure environment as the childminder regularly reviews her policies, procedures and training in line with the latest recommendation from the local authority safeguarding board. As a result, she has a thorough understanding of how to recognise abuse and the process for reporting any concerns. In addition, both the childminder and her assistant are fully aware of their responsibilities for reporting concerns about other adults. Risk of harm to children is minimised as the childminder conducts thorough risk assessments. Furthermore, in the event of a medical emergency, the childminder, her assistant and adult child all have current paediatric first aid training.

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provision

The childminder fully understands the requirements of the Early Years Foundation Stage and provides a broad range of activities and resources, which cover all seven areas of learning and development. She regularly reviews the educational programme at weekly planning meetings with her assistant where they discuss the enhancements they can make to the provision. The childminder uses observations and assessments of each child, which she keeps in individual learning journals for each child. This enables her to evaluate how well she is helping children to progress through the stages of learning and development.

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provision

The childminder uses the self-evaluation schedule and parental questionnaires to review the effectiveness of her setting and plan areas for improvement. She has established good relationships with parents, who are very happy with the communication they receive from the childminder about their child's progress and the high level of care given. Children benefit from the effective working relationship that the childminder has with the school. The sharing of plans and assessments ensures all children progress well.

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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 EY458759 Local authority Stockport Inspection number 935457 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 9

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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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