Childminder in Tameside

Inspection date

Previous inspection date 12/05/2014 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 rooted in the childminder's secure knowledge and understanding of the Early Years Foundation Stage and how children learn. She makes the most of every opportunity to promote children's learning through play and challenging activities. As a result, children make consistently good progress in relation to their starting points.  Children feel safe and secure and develop strong, emotional attachments with the childminder who provides a caring and loving environment which effectively promotes their all round well being.  The arrangements for safeguarding children are well established and detailed policies and procedures are consistently implemented to ensure their safety.  Partnerships with parents and other early years providers are good, which ensures that children receive consistency and continuity in their learning and care.

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It is not yet outstanding because

 On occasions, creative activities are too adult-led and mainly focus on an end product, which means that children cannot always express their own thoughts and ideas to further enhance their creative skills.  Opportunities for children to compare length, size and weight to further extend their mathematical development are not yet fully established.

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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's activities in the lounge.

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Inspection activities

 The inspector held discussions with the childminder and talked to children throughout the inspection.  The inspector checked evidence of the suitability of the childminder.

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Inspection activities

 The inspector looked at various documents including a sample of policies and procedures, planning, observation and assessment systems and children's individual learning records.

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Inspection activities

 The inspector took account of the views of parents from written feedback questionnaires obtained by the childminder.

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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 parents in a house in Droylsden, Manchester. The whole of the ground floor is used for childminding purposes. There is an enclosed rear garden available for outdoor play. The childminder attends a childminder group and the local library. She takes and collects children from the local nursery and school. There is currently one child on roll who is in the early years age range. The childminder operates all year round, Monday to Friday, from 7am to 6pm, except for family holidays.

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

 enhance the development of children's creative skills, for example, by proving them with an extensive range of materials for them to use independently to express their own thoughts and ideas

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

 build on children's already very good mathematical skills, for example, by providing opportunities and a comprehensive range of resources for them to compare length, size, and weight.

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who attend

Children's enthusiasm for learning and levels at which they succeed is enhanced by the childminder. She has a very good understanding of how to capture children's interests and recognises fully that children learn through play. For example, she notices that children are interested in insects and successfully uses their enthusiasm to promote their learning. Children are highly motivated as they look at spiders through a magnifying glass and talk about what they can see and what the spiders feel like, which effectively promotes their communication and language skills. Teaching techniques are strong and rooted in the childminder's very good knowledge of child development and the Early Years Foundation Stage. As a result, children's individual needs are well met and they make consistently good progress in relation to their starting points. The environment is stimulating and well organised to promote children's natural curiosity and develop their independence skills.

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who attend

For example, toys and resources are stored in boxes located on the floor to enable children to self-select resources and choose what they want to do. all children, including young babies, know where their favourite toys are stored and excitedly move towards them to choose what they want to play with. Children develop good social skills as the childminder teaches them to cooperate, share, take turns and negotiate as they play. Their learning is further enhanced as they visit local toddler groups, the library and places of interest where they learn to socialise with children and adults away from the childminder's home. The childminder places a strong focus on the development of children's communication and language skills. She skilfully provides a running commentary to describe what children are doing and introduces new words, such as 'headlight' and 'hubcap' to extend their vocabulary. The childminder

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who attend

effectively uses stories, songs and rhymes, alongside puppets and props, to develop children's attention and listening skills. She provides them with a broad range of opportunities to develop their large muscle control and coordination, as they ride wheeled toys, crawl through tunnels and use digging tools. Furthermore, regular visits to the local parks and fields give children the open spaces and freedom to run around and access large climbing equipment. Consequently, children successfully acquire the skills, abilities and attitudes that prepare them well for the next stage in their learning and eventually school. Children develop good creative skills as they enjoy drawing, painting and exploring a range of natural materials. They have a wonderful time as they investigate flour mixed with cocoa powder and are fascinated by the marks they make with trains and cars in the mixture. However, on occasions, creative activities are mainly adult-led and focus on an

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who attend

end product rather than the experience. This means that children cannot always express their own thoughts and ideas to further enhance their creative development. The childminder maximises on opportunities to develop children's mathematical skills through counting, matching and sorting during play and daily routines. Children demonstrate a good knowledge of numbers as they identify the numbers on a floor mat and count how many spots are on a ladybird. However, opportunities for children to compare length, size and weight are yet to be fully established.

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who attend

The accurate and precise observations and assessments of children ensure that their needs are clearly identified and this information is used to inform future planning. The childminder obtains detailed information from parents on entry about children's learning and development, favourite activities and individual interests. This information along with subsequent observations is used as an effective starting point to plan for children's future learning. Their progress is effectively tracked through a continuous assessment of their achievements. This helps the childminder to support them to make good progress in their learning and development as their unique needs are recognised and planned for. In addition, the childminder can quickly identify any gaps in children's learning and seek external support and intervention if necessary. Children's learning records contain a wide range of information, including photographs, detailed observations and examples of their

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who attend

work. Partnerships with other providers are strong and make a significant contribution to meeting children's needs. The childminder liaises very closely with the nursery which some children will move on to which effectively supports the transition process. The childminder also shares two-way information with parents about their children's learning in the provision and at home through daily conversations and comments from parents in children's learning records. This ensures that parents are kept fully informed of their children's progress. The childminder is able to build on children's learning at home and help parents to continue to support their children's learning.

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

Warm and close relationships between the childminder and children are a strength in this setting. Children feel valued and nurtured because the childminder is caring towards them and very attentive to their needs. They demonstrate they are happy by smiling and wrapping their arms around the childminder for cuddles. Arrangements for settling new children in to the setting are effective as the childminder organises pre-visits to build up their confidence. She talks to parents to find out about children's interests and care routines. She successfully mirrors home routines in her setting and, as a result there is good continuity of care. The childminder provides opportunities for children to make choices in their activities but also, very importantly, provides a familiar routine which promotes their emotional security. Children develop good self-help skills because the childminder teaches them to adopt a 'can do' attitude and encourages them to do things

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

for themselves whenever possible. Their good health and self-care is securely embedded as they attend to their own care needs, where appropriate. For example, babies and children are independent as they self select resources and manage their own personal and emotional needs in readiness for school.

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

The childminder uses positive praise, clear guidance and boundaries to manage children's behaviour, appropriate to their levels of understanding. She uses distraction techniques, talks calmly to children and offers alternative resources and activities to effectively manage any minor behavioural issues. As a result, children's behaviour is consistently good. Nutritious and healthy snacks of fresh fruit and toast are provided for children to eat so they are fit and healthy. Parents provide packed lunches so that children's dietary needs are effectively met. Children have daily access to outdoor play to enjoy regular fresh air and exercise and the provision of quiet, cosy areas within the indoor environment give children opportunities to rest and relax. The childminder teaches children how to keep themselves safe as she gently reminds them to walk when indoors and not climb on the furniture. Children demonstrate their understanding as they know that the childminder

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

puts a towel on the floor when they are playing in water, so that they do not slip on the wet floor. The childminder models good hygiene practices and teaches children the importance of washing their hands before eating and after using the bathroom. Children eagerly hold out their hands for antibacterial gel as they copy the example of good hygiene routines of the childminder. As a result, children's health and hygiene is successfully promoted, which in turn has a positive impact on their physical and emotional well being.

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provision

The childminder has a very good knowledge and understanding of how to protect and safeguard all children that is central to her practice. She is fully aware of the signs and symptoms of abuse, what to do and who to contact if there are any child protection concerns. Parents receive a copy of the safeguarding policy and are informed of the procedure to follow should they have any concerns about the childminder or her associates. The childminder has a comprehensive set of detailed policies and procedures which are followed meticulously. Children's safety is further enhanced through the implementation of rigorous risk assessments and daily checks of the indoor and outdoor environment. Furthermore, the vigilance of the childminder, consistent supervision of children and security systems, such as locks on doors, mean that children learn and play in a safe environment.

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provision

The childminder has a secure knowledge of the educational programmes and consistent monitoring ensures that children experience a broad and balanced range of opportunities that help them progress successfully towards the early learning goals. She demonstrates a comprehensive understanding of her responsibilities to meet the learning and development requirements of the Early Years Foundation Stage. Observations and assessments are accurate and precise and effectively demonstrate children's current learning and development, identifying targets for children's next steps in learning. The childminder oversees the educational programme and ensures it is effective so that children have access to a broad and balanced curriculum. She monitors observations and assessments and reviews children's learning records to ensure they accurately reflect their learning and progress. The childminder is passionate and committed to her work with

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provision

children and this is reflected in her enthusiasm and the enjoyment she demonstrates when interacting and playing with the children. She accurately identifies the strengths and areas for development of the provision and her practice through the effective self-evaluation process. The childminder talks to children about their ideas and suggestions and seeks the views of parents through written questionnaires. She is proactive at seeking support and advice to help her to improve the service she provides, enhancing the learning outcomes for children. For example, she attends the local toddler groups where she shares good practice with more experienced childminders. The childminder is keen to strengthen her knowledge and skills through further professional development training.

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provision

The childminder has a secure understanding of how working very closely with parents has a positive impact on children's learning and development. Children's learning records are shared with them and they access a broad range of information in the form of verbal communication, daily diaries and photographs. Systems for working with other early years providers, such as local schools and nurseries which children are also due to attend are effective and successfully promote continuity and consistency for children's individual care and learning. As a result, children experience a smooth transition as they move on to the next stage in their learning, including school. Parents are highly complimentary about the childminder and the service she provides. They state that children are happy in the childminders care and enjoy having a wide range of toys that are accessible to them. Parents are appreciative of the help and support they receive from the childminder and

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provision

are impressed at how quickly children settle into the routines.

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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 EY469980 Local authority Tameside Inspection number 945150 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 1

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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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