Childminder in Manchester

Inspection date

Previous inspection date 03/03/2014 Not Applicable

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder is warm and caring towards the children. She offers the children lots of praise, which promotes their self-esteem and confidence.  Children are making satisfactory progress in their learning and development. The childminder supports the children to learn through play.  The childminder has an adequate knowledge of safeguarding, and is aware of the procedures to follow if she was concerned about a child.

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It is not yet good because

 The childminder's plans for children's next steps in learning are not focused on what the children will be learning next. This means the children are not always supported to make good progress through effective teaching.  The childminder does not obtain enough information from parents about their children's capabilities on entry, to enable her to assess children's starting points and plan activities that support individual children adequately from the start.  The childminder does not fully involve parents in promoting children's learning at home, in order for them to extend what their children know and can do.  There are not enough opportunities for babies to use their senses, particularly mouthing to explore a range of everyday objects made of different materials and textures.

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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 observed activities and care routines in the lounge and kitchen/playroom.

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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 a selection of policies, documentation and children's records.

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Inspection activities

 The inspector took account of the information provided in the childminder's self- evaluation document.

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Information about the setting

The childminder was registered in 2012 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and four children aged four, 11, 12 and 14 years in Manchester. The whole ground floor of the house and the rear garden are used for childminding.

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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. 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 7am to 6pm, Monday to Friday, except Bank Holidays and family holidays. She holds a qualification in home-based childcare and is a member of Professional Association for Childcare and Early Years.

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must:

 ensure plans for the children's next steps in learning describe what the children will be learning next, to support them to make good progress

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must:

 obtain more information from parents about their children's capabilities on entry to enable the assessment of their starting points and plan activities that support all individual children.

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

 develop further the partnerships with parents by involving them more in promoting their children's learning at home

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

 develop opportunities for babies to explore a range of materials and textures using their senses, particularly mouthing. For example, by providing a range of everyday objects made of different materials in a treasure basket.

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who attend

The childminder has a suitable knowledge and understanding of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. This results in children making satisfactory progress in their learning and development. The childminder undertakes observations of children during their play and uses the information to plan the children's next steps in learning. However, these are not focused enough on what the children will be learning next, to ensure they are always supported to make good progress. The childminder provides an environment that promotes the seven areas of learning. However, there are not enough opportunities for babies to explore a range of different materials and textures using their senses, particularly mouthing.

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who attend

Teaching and learning are satisfactory,. The childminder sits on the floor securing eye contact and plays with the children. She asks questions to encourage children to talk and she repeats words slowly for the children when introducing new vocabulary. Children's learning in mathematics is supported as they are encouraged to learn about numbers while they count toys as they tidy them away. The childminder introduces mathematical language while they are building towers with construction toys. She encourages the children to look at books with her and they are encouraged to make marks. This supports them to develop their language and literacy skills. Children are supported in their physical development by climbing on the slide, playing on bikes and balance toys in the garden and during trips to the local park. The childminder supports babies in walking by holding their hands as they learn to do this. Children enjoy open-ended activities, such as playing with

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who attend

play dough, and they enjoy exploring the texture and feel of this. Children's understanding of technology is developed as children play with programmable toys that play tunes when they press different buttons. All of these activities satisfactorily support children's readiness for school

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who attend

The childminder has developed her relationships with parents. Parents verbally provide information about children's needs when they start attending. However, the childminder does not gain enough information on children's capabilities at this stage. This means she is not able to assess their starting points and begin planning activities that meet their needs from the onset. Each child has their own learning journey which includes photographs and observations of the children. The childminder shares these with parents and verbally shares information on daily activities. Weekly plans of arranged activities are also made available to parents. However, information with regard to children's learning and development is not completely effective because parents are not fully involved in their children's learning. The childminder does not provide sufficient information to enable parents to extend and build on what their children know and can do at home. She is

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who attend

aware of the requirement to complete the progress check at age two when children reach the appropriate age.

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

The childminder's home is relaxed and welcoming, and children forge caring relationships with her, promoting a sense of emotional security. The childminder encourages the child and their parents to attend for a settling visit prior to starting at the setting. During this visit the childminder verbally gains information from parents about children's routines and their like and dislikes. This helps her to form a relationship with the children and aids the transition from home. The childminder keeps parents informed of what they have eaten in a daily diary and shares other information about care routines verbally. The childminder is a good role model of manners and supports children in learning to share and take turns. Consequently, children's behaviour is good and they are very polite. There are an adequate range of accessible toys and resources to meet the needs of the children. They are able to move around her home and make choices about what they want to play with.

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

The childminder frequently praises the children's efforts. This all supports their confidence and self-esteem. The children who speak the same first language as the childminder benefit from being spoken to in their first language as well as English. This supports them to develop their vocabulary in English.

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

The childminder talks to the children about the importance of washing their hands. Snacks and meals provided for the children are nutritious and include vegetables and fruit. Mealtimes are social occasions and the childminder sits with the children. She encourages them to talk about the food they are eating and to reflect on activities. The childminder supports and encourages children to use cups rather than bottles, and older children to eat and drink independently. She encourages the children to help to tidy away the toys that they have been playing with so others do not trip over them. This helps the children to learn about safety. They also learn about keeping themselves safe as they regularly practise the fire drill.

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

Children participate in outdoor play and learn the benefits of physical exercise when they use the climbing apparatus in the playground in the local park and the slide in the garden. The childminder supports children to ride bikes independently, which encourages them to take safe risks and experience physical challenge. The childminder visits local parent and toddler groups, which helps the children to develop confidence and social skills. This helps to emotionally prepare them for the next stage in their life, such as attending school.

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provision

The childminder has a satisfactory understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage, and as a result, children are kept safe. There is an up-to-date safeguarding policy which includes the use of mobile phones and cameras. The childminder has recently attended safeguarding training and is aware of the procedures she must follow if there are any concerns about a child. As a result, children are fully protected. The childminder has attended paediatric first aid training, which provides her with the knowledge and skills required to effectively administer first aid as well as meet the requirements of registration. The childminder has conducted risk assessments for her home and outings. She takes steps to minimise identified risks by having safety equipment, such as stair gates, and ensures children are not left unattended with visitors.

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provision

The childminder has an appropriate understanding of her responsibilities in meeting the learning and development requirements. As a result, children make reasonable progress in their learning. However, the childminders plans for children's next steps in leaning are not focused enough to ensure all children are supported to make good progress. She monitors the educational programme by tracking their progress. This is not effective as it should be as the childminder does not obtain enough information from parents about their children's capabilities, to ensure their progress is tracked from the onset. The childminder has started to identify strengths and weaknesses in the setting and has planned some improvements to support children's progress over time. She takes advantage of the local authority training for continued professional development. For example, she has recently attended Early Years Foundation Stage training. This means that children are supported to

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provision

make steady progress in their learning and development.

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provision

Children and families benefit from the friendly relationships that exist between the childminder and parents. Parents comment how happy they are with the care she provides for their children. The childminder's policies are available for parents to view, so that they are informed about how the setting operates. Regular two-way flow of information is achieved through daily discussions of activities and care routines, and the sharing of children's individual files involves parents in their children's learning. However, the childminder does not fully involve parents in promoting children's learning at home. The childminder has developed links with the local authority development worker through regular visits to help her meet children's educational needs.

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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 EY443235 Local authority Manchester Inspection number 883984 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

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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