Qureshi, Helen Maria

Inspection date

Previous inspection date 27/03/2014 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

 Teaching is good because the childminder listens perceptively to children and has good questioning skills, which support them in thinking creatively and learning in all areas.  The environment is well organised and ensures a good range of inclusive, exciting and stimulating activities and opportunities are available, both inside and outside. As a result, children's needs are effectively met.  The childminder has a comprehensive understanding of her responsibilities for safeguarding children. Consequently, children are kept safe and secure in her care.  The good links with parents, carers and other settings, support children effectively, emotionally and educationally because there is continuity in their care and learning.  The childminder has a strong drive to improve her practice and provision so that children receive good quality care and education.

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It is not yet outstanding because

 There is scope to improve the quality of practice even further, so that children benefit from an even higher quality of adult interactions and learning experiences.

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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 and talked with children as they played inside and outside.  The inspector discussed aspects of policy and practice with the childminder.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and other adults in the household.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector viewed letters and testimonials from parents and carers whose children attend the setting, taking their views into account.

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Inspection activities

 The inspector examined a wide range of documents, including children's learning and assessment files, relevant policies and procedures and the childminder's self- evaluation form.

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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 two children aged 13 and 16 years in a house in Barrow-in-Furness. She childminds under the umbrella name of Victoria House, Child Care Services. The whole of the ground floor, the bathroom and one bedroom on the first floor and the garden are used for childminding purposes. The childminder works from the same address with a co-childminder. She attends a toddler group and activities at the local children's centre. She visits the shops, parks and local attractions on a regular basis. She takes and collects children from the local schools and nurseries. There are currently eight 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 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The

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Information about the setting

childminder provides funded early education for two-, three- and four-year-old children.

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

 improve practice even more so that children receive even better learning experiences. For example, by introducing a means of monitoring her own practice and that of the co-childminder.

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who attend

The childminder uses good teaching skills to help children develop and make good progress. She listens carefully to children and responds effectively to their questions. She extends their learning and thinking by asking further questions to help them develop their thinking skills. For example, as children hunt for insects and bugs, she asks, 'What do you think we might find under the stone?' Her story telling techniques encourage children to concentrate as they learn about similarities and differences. She encourages them to count and describe different patterns and colours, promoting early mathematical skills. They talk about how, in the story, everyone is unique, different and special. Consequently, children are taught effectively about equality and diversity. They respond and anticipate what comes next as they develop early literacy skills. She encourages interaction from the children as together they wiggle their noses, making the story fun and entertaining. As a

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who attend

result, children learn to develop a love of books, which stimulates interest in further reading opportunities. The childminder extends children's learning about inclusion further. She makes available a programme whereby children are able to watch and learn how to develop simple sign language techniques, such as Makaton. Children demonstrate their emerging skills as they concentrate hard on doing the appropriate actions while they sing along to the nursery rhymes. Furthermore, they develop their physical skills as they manage and practice their hand movements.

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who attend

The childminder plans the environment so that it is very child focused. It provides a wealth of opportunities for fostering imagination and creativity. For example, children use their everyday experiences to pretend and consolidate learning. For example, they pretend to go shopping and enjoy dressing up as nurses or superheros. The plentiful resources mean that children can develop their own ideas, such as creating a hospital ward for the baby dolls. The childminder gives children time to play and chat together, develop their social skills and establish friendships, as they negotiate the rules of their play. Children thoroughly enjoy using the outdoor environment. They happily contribute to making it more stimulating and sensory by creating and making wind chimes. As a result, they gain a sense of ownership and belonging. They enjoy putting on aprons and wearing gardening gloves as they take part in gardening activities. The childminder promotes communication,

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who attend

language and understanding of the world as they talk about the differences between snakes and slow worms. Early mathematics is fostered well as children use the rain gauge to measure the rainfall. In addition, the childminder encourages children to discover the concept of speed, as she talks about how fast the plastic lizard can travel down the slide. Children learn to recognise their own name and are given plentiful opportunities to write and improve their handwriting skills. This learning alongside progression of independence and confidence, contribute to the necessary skills needed in preparation for moving into school.

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who attend

The childminder has a good knowledge and understanding of the prime and specific areas of learning. She works closely with parents and carers, gathering information about children's starting points and routines. As a result, she is able to help children make good progress, as she successfully builds on what they already know. Learning and assessment files show observations and activities that children have taken part in, based on their next steps. Consequently, children are effectively challenged to make good progress in relation to their starting points. She demonstrates a clear understanding of her responsibilities relating to the progress check at age two and shares assessments with parents and carers in a timely fashion. This means that younger children's assessments are monitored effectively so that early intervention can be sought as necessary. Even though children are relatively new to the setting, their learning files contain a wealth of information to indicate

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who attend

the progress they are making. Parents and carers are invited to share observations from home and contribute to making family books. In addition, parents are invited to borrow books, helping to foster a common approach to children's learning.

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

The childminder has established strong and secure relationships with the children in her care. The warm, friendly and inviting environment helps children settle and gain a sense of emotional well-being. For example, she recognises that children may be unsure of new adults in the setting, so they are prepared in advance. As a result, children accept change to their routine more easily, causing less disruption to their play and learning experiences. Settling-in procedures are planned in collaboration with parents and carers to ensure the needs of children are well met. The childminder's good links with schools and nurseries helps prepare children further in their transitions. Communication between settings is shared effectively so that children receive continuity in their care and learning. As a result, children are emotionally prepared and ready to benefit from other learning experiences. Parents also comment that their children are always made very welcome and supported

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

with all changes. The childminder works effectively with a co-childminder. Together they plan and provide activities that support children's personal, social and emotional development. For example, their collective approach to teaching children how to manage their behaviour and feelings, ensures consistency and clarity. Children are taught good manners and competently take turns, share and listen carefully to one another. As a result, children make good relationships and develop a good understanding of the difference between right and wrong.

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

The childminder supports children in developing an understanding of the importance of healthy living. She provides healthy snacks and home cooked, nutritious meals. Children's independence is fostered well as they set their own place at the table, cut up their own fruit, serve themselves pasta from the serving dish and choose their own eating utensils. Children demonstrate a range of skills as they do this confidently and competently. In addition, the childminder teaches children about the importance of keeping clean and healthy. For example, notices on display remind children about washing hands after using the toilet. They are also reminded to wash their hands after playing outside. As a result, they develop good hygiene habits and gain a high level of awareness with regard to cross contamination. Children develop a positive attitude to being physically active by having daily opportunities to play outside, go for walks and visit local attractions. The childminder

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

teaches them about how their bodies work and the effect that food and exercise has in keeping them healthy, reinforcing the positive messages about healthy lifestyles. The childminder has good knowledge of children's abilities. This means that they are given to the freedom to explore their environment relative to their age and ability. In addition, she teaches them about road safety and keeping safe in the car. Consequently, children gain a good understanding of risk and how to manage it safely.

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provision

The childminder has a good understanding of her responsibilities within the Statutory framework for the Early Years Foundation Stage. Policies and procedures are clear and well written so that they are easily understood. This means that they are adhered to by all adults connected to the setting, including parents and carers. Her knowledge of safeguarding and child protection is comprehensive, which means children are helped to be kept safe from harm and abuse. In addition, her training in first aid means that children are effectively treated in the case of minor accident or emergency. Collection procedures are implemented and any visitors' attendance is recorded in a book. As a result, children's safety and security is further safeguarded while in the childminder's care. She closely monitors all the areas children access, inside and outdoors, to ensure that any potential hazards are minimised.

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provision

The childminder understands the assessment process, in order to monitor children's progress. Children's next steps are noted and incorporated into the planning, which is monitored together, with her co-childminder. This helps to ensure the educational programme is broad, balanced and stimulating. As a result, children are seen to make good progress towards the early learning goals. The childminder implements the progress check at age two, which is shared with parents and carers. This helps to identify early identification of gaps in children's learning, to enable appropriate intervention to be sought as necessary. The childminder is dedicated to the role of providing good quality care and education. She attends many training and professional development opportunities and uses these to develop and improve her practice. She and the co-childminder work closely together as a team, commenting and supporting each other as they function. However,

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provision

there is scope to develop a means of monitoring each other further, in order to improve the quality of practice.

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provision

The childminder is developing the skills of becoming more self-reflective. She is fully aware of her strengths and has plans in place to develop the provision further. For example, resources are being gathered to set up a 'mud kitchen' in the garden. She seeks feedback from parents, carers and other professionals, such as local authority advisors, and uses this to set actions for improvement. Parents comment 'how dedicated she is to children's development' and 'how there are lots of resources and books available'. Children are observed or asked about what they enjoy and any suggestions are taken into consideration. Consequently, the provision is ever improving to the benefit of the children and their families. She has a good relationship with other nurseries and schools and due to a previous role, a full awareness of multi-agency working.

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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 EY455113 Local authority Cumbria Inspection number 920286 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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