Childminder in Rochdale

Inspection date

Previous inspection date 25/04/2014 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

 Children relate well to the caring nature of the childminder. Consequently, they form secure emotional attachments which enable them to feel confident in their surroundings.  The childminder demonstrates a good understanding of children's starting points, interests and individual needs. She uses this knowledge well within her teaching to plan appropriate and stimulating activities to promote their development in all areas of learning.  Children are safeguarded well. This is because the childminder has a good understanding of her role and responsibility to protect children. She provides a safe and secure home because of the robust risk assessments that are carried out to minimise any potential hazards to children.  The childminder uses a range of effective methods to engage parents. As a consequence, information is consistently shared about children's learning and development so that they can continue to support their children's learning at home.

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It is not yet outstanding because

 The childminder does not always give clear explanations to children as to why something should or should not be done in order to maximise their critical thinking skills.

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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 children engaging in a variety of activities, both inside and outside.

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Inspection activities

 The inspector looked at a range of records including children's details, learning information, written policies, planning, training certificates and a selection of other documents.

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Inspection activities

 The inspector held discussions with the childminder at appropriate times during the inspection.  The inspector spoke to the children present on the day of the inspection.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her brother and two children aged five years in a house in Heywood, Oldham. The whole of the ground floor and the rear garden are used for childminding. The family has a dog as a pet. The childminder attends a toddler group and activities at the local children's centre. She also visits the park on a regular basis. She collects children from the local schools and pre- schools. There are currently five children on roll, four of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She minds children on occasional weekends. She holds a childcare qualification at level 3 and has previously worked as a manager in an early years setting.

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

 maximise children's critical thinking skills by, for example, giving clear explanations to help them understand and question why things should be done.

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who attend

The childminder demonstrates a comprehensive knowledge and understanding of the Early Years Foundation Stage and understands how children learn. She uses her understanding and experience to plan a range of challenging and stimulating experiences for children across the seven areas of learning. Consequently, children make good progress in their learning and development. The childminder knows the children in her care well. She assesses their progress on an ongoing basis, carefully identifying their levels of development and next steps in their learning. As a result, the childminder is able to plan a broad range of purposeful and developmentally appropriate activities which support children to make good progress towards the early learning goals. This supports their future learning and for their move into school, when the time comes.

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who attend

Children learn through active play and exploration, both inside and outdoors. The childminder encourages mathematical language through activities, such as sorting and counting farm animals, and uses them to introduce positional language and size. The childminder supports the children to extend their own learning through following their own ideas, which helps children to develop independence and build their self-esteem. Children enjoy singing circle songs and action songs and learn about cooperation, working together and the importance of this. As part of the daily routine, children enjoy playing letters and sound games with the childminder and think about words that rhyme, which extends their knowledge of phonics. However, on occasions the childminder gives instructions, for example, 'wash your hands' and does not always provide further reasoning for why something should or should not be done in order to extend children's understanding and

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who attend

The childminder has extremely good relationships with parents. She encourages them to share information about their children's learning when they start at her setting and in their daily discussions together. The childminder speaks to parents on a daily basis about what their child has been doing and the achievements they have made, both in the setting and at home. The childminder sends home the children's learning journeys to show the progress children have made with her. Consequently, parents are kept informed about their children's achievements. Parents are fully involved in their children's learning. For example, the childminder supports children's learning at home by sharing activities for parents and children to do together. The two way flow of information between home and the setting means that children's changing interests are supported and any concerns about their learning and development are addressed.

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

The childminder has a kind, patient and caring approach, which supports children's personal, social and emotional development well. Children have formed strong attachments with the childminder and have a strong sense of well-being. They show high levels of confidence in exploring the play environment and are confident to approach the childminder for reassurance and support. Relationships are enhanced through the childminder's clear settling-in procedure, which is guided by parents and children's individual needs. She provides settling-in sessions, which supports her in becoming familiar with children's individual needs and capabilities through in-depth discussion with parents and her own observations. Parents are encouraged to leave their child for short periods to start with and the childminder ensures that children are happy with different aspects of their day, such as inviting children for tea so that they can meet her family. The

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

childminder records useful information from parents about children's routines and learning to support them in settling with her. This enables her to plan and provide care for the children effectively as soon as they start attending her setting.

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

Children have a good sense of belonging with the childminder. Their work is displayed on the walls, they sign themselves in on arrival by placing their names on a display and have their own place to put their coats and belongings. Positive images and resources within the environment, along with the childminder's understanding of how to promote equality, supports her inclusive practice. Children also have a sense of belonging in the local community as they attend different play groups and visit local places of interest, such as the park. This also supports children in socialising with other children, gaining confidence and giving them skills for their future learning. Children's behaviour is good as the childminder gently reinforces and explains expected behaviour. As a result, children know the childminder's expectations and are well supported. The childminder consistently offers praise and encouragement, which helps to promote children's self-esteem and confidence

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

and consequently, children are happy. Regular routines, such as hand washing before meals and after using the toilet, provide children with good opportunities to develop self-care skills. Children have daily access to the outdoors by playing in the garden or on various walks in the local community and parks. This help to support them in understanding the benefits of regular exercise. These opportunities provide experiences for children to learn about risks in their local environment and supports them in taking calculated risks, for example, when climbing. As a result, children are developing an understanding of the importance of keeping themselves safe. The childminder sits with children at the table as they eat and drink, supervising them closely. While children eat, the childminder talks to them about a range of different topics so that snack and meal times are sociable occasions.

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provision

The childminder demonstrates a secure understanding of her responsibilities with regards to safeguarding children. She has completed all relevant training, keeping her knowledge up to date with current requirements. The childminder successfully completes robust risk assessments, identifying risks to children and taking action to ensure all areas accessed by children are safe. Appropriate records regarding minor accidents are kept and parents are kept well informed. She has a clear understanding of the procedures to follow in the event of concerns and how to identify possible signs of children at risk. A comprehensive range of policies and procedures, which all parents are given copies of, support the safe and efficient management of the setting. As a result, parents are confident in the childminder's ability to care for their children and keep them safe.

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provision

The childminder uses self-evaluation procedures to identify strengths and weaknesses in her setting. She reflects upon changes she has made and how they can be improved on a regular basis and uses verbal and written feedback from parents to support her reflections. The childminder involves children in providing feedback by encouraging them to tell her if they have enjoyed an activity by recording a smiley face. She also evaluates children's enjoyment in activities by asking them to take photographs of the things they like in her setting. The childminder demonstrates a positive attitude to ensuring her knowledge is up to date and providing best practice for children. The childminder is committed to her professional development and attends training as it becomes available. As a result, the childminder is always reflecting upon her practice and the changes she could implement to support the children who attend her setting.

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provision

The childminder has a good knowledge and understanding of how to monitor children's learning and development. She consistently uses guidance documents to inform her assessments. This results in children's development being closely monitored and as a result, they make good progress. The childminder has a good understanding of how children learn through play and first-hand experiences. She carefully plans activities that cover the seven areas of learning, while building on children's individual interests. Partnerships with parents are a particular strength of the childminder and parents are very complimentary about her. Parents are encouraged to write 'wow' moments to share any achievements that have happened at home, which contribute to the children's learning journals. The childminder uses these to support her assessments and her planning to provide activities to support individual children's progress. The childminder is also

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provision

developing ways to further build relationships with other settings that the children attend, in order to work together to support their learning and development.

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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 EY469588 Local authority Rochdale Inspection number 941353 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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