Brooks, Holly Roxanne

Inspection date

Previous inspection date 07/03/2014 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 good relationships the childminder has developed with parents and other settings ensure that children are provided with continuity of care and that parents are fully involved in planning for the individualised support that children need.  The childminder motivates and promotes children's individual learning well because she observes closely to identify their interests and needs, she plays alongside them and uses effective methods to extend their ideas and thinking.  The childminder helps to ensure that children are safe within her home and on outings through the use of effective risk assessments and through a secure understanding of a range of well-established procedures.  The childminder is well-motivated to provide a highly organised provision, which securely meets all legal requirements. She reflects upon what she provides and takes action, so that the provision continually improves.

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It is not yet outstanding because

 There is scope to extend the opportunities for developing children's understanding of the world, by exploring the features of nature within daily activities in the garden and of people and communities in role play.

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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 checked areas of the premises used for childminding and observed activities in the lounge and dining area.

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Inspection activities

 The inspector spoke with the childminder, children and parents at appropriate times during the inspection.

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Inspection activities

 The inspector looked at a selection of documents, including operational and children's records.

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Inspection activities

 The inspector checked evidence of suitability of adults living and working on the premises, the qualifications of the childminder and training attended, the providers self-evaluation and improvement plan.

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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 partner and two children aged two and nine years in a house in the Denton area of Tameside. The whole of the ground floor, children's bedroom and bathroom on the first floor and the rear garden are used for childminding. The family has a cat as a pet.

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Information about the setting

The childminder attends toddler groups and visits local parks on a regular basis. She collects children from the local schools and pre-schools. There are currently two children on roll, one of whom is in the early years age group and they attend for out of school care only. The childminder supports children with special educational needs and/or disabilities. She operates all year round, from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of Professional Association for Childcare and Early Years.

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

 promote children's understanding of the world further, for example, by extending opportunities to notice features of nature and living things in the garden and to use a variety of resources reflecting diversity in role play.

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who attend

Children's enthusiasm for learning and the progress they make is enhanced by the skilled and experienced childminder, who recognises every child as a unique individual and supports them very effectively. She uses her qualifications, training and experience of working with children in early years settings to good effect. As a result, she uses some secure teaching strategies to promote learning across the Early Years Foundation Stage and she supports children with special educational needs and/or disabilities particularly well. The childminder works well with parents and other settings children attend and they regularly share information about children's achievements at home and at nursery. She uses the information gathered to plan activities based on children's interests and other learning that is taking place. Children have an individual learning journey record that details their starting points, ongoing progress and next steps. The childminder uses this,

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who attend

alongside her regular communication, to identify and plan activities that support children's specific individual learning needs. Consequently, they make good progress. She has not yet needed to implement the 'progress check at age two', although, she has a secure understanding of its purpose and is well placed to carry it out to good effect, so that it plays a full contribution to the healthy child review when she is required to do so.

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who attend

The childminder uses her secure knowledge of how children learn to good effect. She makes the most of routines and play to challenge children and to shape her interactions with them, in order to help them gain the key skills required for the next stage in their learning. For example, she takes children to carefully chosen 'stay and play' and activity groups to enhance the opportunities for them to build relationships with others. Additionally, to support the physical development of children with special educational needs and/or disabilities, she provides a wide range of opportunities for children to use their small and large muscles in a variety of ways. For example, children are regularly taken to music and movement activity sessions and to local parks where they challenge themselves by using the slides and other equipment. In the childminder's home they are provided with sand play with which they use small tools and equipment to dig, scoop, pat

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who attend

and pour and they use paint in a variety of ways to encourage making marks with their hands. The childminder fully engages in play and by following children's lead, she gains their interest and engages them well. She captures the moment skilfully and she spontaneously weaves in opportunities to extend learning. For example, when children show an interest in drawing around their hands in a mark-making activity, the childminder models effectively and counts each finger. She then encourages children to replicate the action, which promotes their use of numbers for counting, in addition to their hand-eye coordination.

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who attend

The well-organised and highly enabling environment, enhanced by some good planning of additional experiences and activities ensures that all areas of learning are promoted effectively. Children are highly motivated to play and explore because the childminder provides toys and equipment that they particularly enjoy and are interested in. Children use the garden to practise their physical skills and to engage in some messy play. However, there is scope to extend the use of this area for exploring the features of nature using, for example, chimes, streamers, windmills and bubbles to investigate the effects of wind and also the role play area using a variety of resources reflecting diversity, to further extend children's understanding of the world.

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

The childminder recognises the importance of children's emotional well-being in supporting their learning and development. She gathers a wide range of information from parents before children start to ensure a smooth transition into the setting. This also ensures that children's cultural, personal and medical and emotional needs are known and planned for. Children are happy and confident when they arrive and the childminder has established close relationships with them. They chat comfortably and ask continual questions demonstrating their inquisitiveness. The warm and friendly relationships means that children seek and enjoy the childminder's attention and involvement in their play. This shared interest extends the possibilities for further learning.

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

The childminder encourages children to be independent in line with their stages of development. To support their readiness for school she works closely with parents to support the development of children's self-care skills. The childminder knows children so well that she picks up on their non-verbal cues, which helps children develop awareness of their bladder and bowel urges. Consistent routines also support this and other aspects of children's physical, personal, social and emotional development well. After nursery, children with special educational needs and/or disabilities are supported to climb the stairs to the bathroom to use the facilities for toileting and for good hygiene.

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

The childminder risk assesses with care, offering close, careful supervision while encouraging children to try and manage the stairs they find tricky to climb, with some independence. This develops their skill and boosts their self-confidence. They are enabled to sit at a child-height table and enjoy healthy snacks of fruit scones with fresh fruit and water. They are encouraged to take off their own coats on arrival. Regular attendance at local groups supports children's social confidence and provides opportunities for physical exercise. They also learn to follow group routines and learn to make relationships with others. Children behave very well in the setting because the childminder supports them well. She praises their achievements and displays their artwork and photographs, which builds their self-esteem. She offers clear, nurturing explanations, so children know what is expected of them.

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provision

The childminder is fully aware of her responsibilities to safeguard children. Her provision is well-organised. She keeps all the required records along with others, which help to keep children safe, protected and supported. She is knowledgeable about the procedures to take should she have concerns about any children in her care. As a result, children are helped to be kept safe from harm or abuse. She risk assesses her home and outings and considers children's individual needs carefully in this process. She puts effective measures in place to minimise any potential hazards.

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provision

The childminder monitors children's development regularly and completes summative assessments, which she shares with parents. Consequently, it is clear how well children are progressing towards the early learning goals based on their starting points and any gaps in learning are easily identifiable. The childminder adapts her provision to meet individual children's needs. She is also reflective and uses self-evaluation to help her improve even further. She uses her experience well and because she knows what good practice looks like, she is able to identify strengths of her provision and things that can be further developed. Since registration she has transformed her home to become a welcoming and stimulating learning environment for children, using continuously accessible equipment and areas of learning to enable them to play independently and respond to their own ideas. Furthermore, she has already undertaken further training and

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provision

is well-motivated to establish a programme of professional development. This demonstrates the childminder's clear capacity to continually reflect on and improve her provision for children. The childminder works well with parents and partnerships are given high regard. She communicates very effectively using daily diaries and a home-nursery link book. This ensures that parents are fully informed of planning for children's learning and ways to contribute to it and the childminder is able to complement the learning that takes place at nursery. This supports a consistent approach for children and enables the childminder to deliver individualised and highly inclusive provision for all children. Parents comment very positively on the service they receive with particular regard to the good communication and the progress children have made during the time they have been in the childminder's care.

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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 EY462977 Local authority Tameside Inspection number 933150 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 2

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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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