Childminder in Manchester

Inspection date

Previous inspection date 11/04/2014 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

 Effective teaching and robust observations of children are used to identify and plan for the next steps in their learning. As a result, children consistently make good progress from their starting points in their learning and development.  Purposeful information sharing and strong partnerships with parents and other providers, such as schools, result in children being supported effectively to reach their potential.  The childminder has a very good understanding of her role and responsibility to protect children and of the safeguarding and welfare requirements. There are robust policies and procedures, including risk assessments, in place, which successfully promote children's safety and well-being.  The childminder knows the children very well and has strong emotional bonds with them. Children are well settled, secure, confident and happy in the setting. This results in the individual needs of children being met effectively.

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It is not yet outstanding because

 The outdoor environment does not consistently offer high quality, stimulating learning opportunities for children to fully extend their learning.

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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 in the downstairs rooms and the outside learning environment.

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Inspection activities

 The inspector discussed a range of policies and procedures and looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector took account of views of parents recorded in the parent feedback folder.

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Inspection activities

 The inspector held a meeting with the childminder and spoke to her during the inspection when appropriate.

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Inspection activities

 The inspector looked at a sample of documents, including suitability checks and self- evaluation records.

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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. The childminder has six children on roll in the early years age range. She lives with her husband and one child in a house in Blackley, Manchester. The whole of the ground floor and the rear garden are used for childminding. 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 8am to 6pm, Monday to Friday, except bank holidays and family holidays. These times are flexible. The childminder cares for children who speak English as an additional language. 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:

 provide a wider range of resources in the outdoor area to offer a breadth of learning opportunities for all children.

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who attend

The childminder has a good understanding of the Early Years Foundation Stage and how children learn. The standard of teaching is good and all children are well supported in developing in all areas of learning in line with expected levels for their age. There is a skilful balance of child-initiated, focused and adult-led activities which are purposeful and provide good levels of challenge appropriate to their age and stage of development. For example, children enjoy reading books of their choice and the childminder supports them in developing their language by talking about the theme of the book, using open questions and focusing on phonics. As a result, children are confident, enthusiastic and motivated to read demonstrating that they are meeting levels of development expected for their age.

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who attend

The childminder provides a welcoming and child-friendly environment. Child-initiated play is encouraged through the provision of a wide range of quality resources clearly labelled for children to make choices. However, the outdoor area has fewer resources to extend children's learning in all areas. Children confidently access a range of mark-making resources. The childminder extends their previous learning by revisiting the story they had read, resulting in children confidently demonstrating good communication, speaking and listening skills. The childminder keeps children motivated and interested in learning providing activities that are purposeful and developmentally appropriate to their learning needs. She constantly praises them in their use of mathematical language in different activities and extends their learning using language, such as big, small, fill and empty. She also encourages discussion about numbers, for example, by asking 'how many?' and 'can

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who attend

you count them?' The childminder is a good role model and displays good listening during activities and, as a result, children's speaking and listening skills are promoted well. The childminder gives lots of praise to children, particularly in relation to positive behaviour. Children are enthusiastic, highly motivated learners who make good progress from their starting points in all areas of their learning and development. A detailed, individual targeted plan is available for children with English as an additional language, which has a clear focus on communication and language, personal, social and emotional development and literacy. As a result, children are gaining the skills required for future learning and for when they move on to school.

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who attend

The childminder provides resources to support children in the setting and at home, for example, books with words and pictures to support them in making choices. This helps children to express their needs by pointing to the pictures and words to communicate more effectively. Parents are also given resources to enable them to support their children effectively at home. Parents comment that their children are making progress with their English language and that it has also helped them develop their own English language skills. Children's learning journals contain comprehensive, detailed information relating to children's starting points and progress made using a robust monitoring and tracking system.

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

The childminder fully understands the importance of building good, positive relationships with parents to enable the individual needs of children to be met. She has formed very strong partnerships with parents to support children with forming secure, emotional attachments with her. Strong attachments with the children are evident as children present as happy, settled, confident learners engaging in play. The childminder has a warm friendly manner and seeks to find out about children's interests and needs from parents. She visits new children at home and has information relating to their likes and dislikes. This allows her to understand and meet the emotional needs of children. Children have a sense of belonging in the local community as they attend activities at the local sure start children's centre, library and park.

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

Children are very confident and self-assured and demonstrate a good understanding of the importance of a healthy lifestyle and self-care skills. For example, children go to the toilet and wash their hands independently before snack time and put on shoes and coats independently to go outside. Children also choose fresh fruit and yoghurt and help prepare their own lunch. A good choice of home-made, healthy, well-balanced meals is available from a weekly menu, which includes fresh fruit and vegetables for snacks and lunch. This means that children are consistently given messages regarding healthy eating choices, which contribute to a healthy lifestyle.

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

Children's behaviour is managed well and the childminder role models a positive attitude and language. Children are constantly praised throughout their time in the setting for positive behaviour. They are appropriately challenged and understand boundaries and routines to maintain a safe environment. Older children are encouraged to role model positive behaviour and language to younger children. For example, when children start getting boisterous throwing balls around indoors, the older children are asked by the childminder to show the younger children how to roll the balls and use the resources appropriately. The childminder supports children in understanding the importance of clearing away some of the resources after they have used them, to help keep the environment safe and trip free. This results in children learning about keeping safe.

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provision

The childminder has a good understanding of how to keep children safe. A wide range of good quality written policies has been developed, including fire safety procedures, safeguarding, health and safety and healthy eating. Comprehensive risk assessments are available for activities and to ensure all areas are checked, including the kitchen, hallway, living room, outdoors, outings to the park and library. The childminder fully understands what to do if she has safeguarding concerns about a child in line with her written policy. Parents are given a copy of the policies and have signed to say they have read them. As a result, parents understand how the childminder keeps children safe. The childminder has completed relevant safeguarding training in line with local safeguarding children's board requirements and has also completed paediatric first aid training. Children are kept safe during a wide range of challenging learning experiences where they are supported by the

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provision

childminder to manage risk. This ensures that children's welfare is well protected.

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provision

A good self-evaluation process has enabled the childminder to identify strengths and areas for improvement and ensures priorities are identified to improve quality of provision. The childminder shows a commitment to further training. She attends relevant training events and evaluates her practice to identify training needs which will enhance her provision. Detailed, well-organised documentation shows the educational programmes across all seven areas of learning support all children to make good progress from their starting points to when they move on to their next stage of learning. The childminder has a good understanding of how to monitor and evaluate children's learning. Enthusiasm, commitment and drive for improvement from the childminder results in the provision of a fully inclusive, safe, stimulating environment in which children can thrive.

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provision

Partnerships with parents are good. A parents' file provides very good information about the setting and allows parents to have a good insight into what happens on a day to day basis. Good quality information is shared between the childminder and schools. As a result, highly effective partnership working ensures children are consistently supported at home and in other settings, to make good progress.

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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 EY469311 Local authority Manchester Inspection number 939445 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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