Childminder in Manchester

Inspection date

Previous inspection date 08/05/2014 08/12/2010

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early years provision

This inspection: 3 Previous inspection: 2 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder puts measures in place to contribute towards children being safe within her home and on outings through the use of risk assessments and a secure knowledge of safeguarding children.  Children are happy and content with the childminder, which positively impacts on their self-confidence and emotional well-being.  The childminder has appropriate ways of supporting children's behaviour. Consequently, they are learning to share and take turns.

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It is not yet good because

 The initial information gathered from parents about children's learning and development is not detailed enough. Therefore, the childminder cannot plan initial activities based on the children's current ability.  Planning focuses on the activities children will undertake, but does not focus sufficiently on the intended learning for each child so that they make best progress in accordance with their unique learning needs.  Systems of self-evaluation are not yet secure enough to drive improvements forward. Some of the play materials are not clearly labelled, which hinders the opportunities for children to make independent choices in their 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 observed activities and interaction between the childminder and the children during play.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at documents relating to the Early Years Foundation Stage provided by the childminder, including children's assessment records.  The inspector conducted a joint observation with the childminder.

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Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and adult child in the New Moston area of Manchester. The whole ground floor of the house and the bathroom, toilet and one bedroom on the first floor are used for childminding. The family has a dog, horses and fish as pets. The childminder attends toddler groups and activities at the local church and community centre. She visits the shops and park on a regular basis and collects children from the local schools. There are currently three children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Saturday, except Bank Holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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must:

 gather more detailed information from parents upon entry to the setting, in order to ensure that children's learning and development needs can be fully supported from the beginning

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must:

 ensure the observation, assessment and planning system is effective, in order to plan activities which sharply focus on supporting children to make good progress in their learning.

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

 identify strengths and weaknesses in practice and develop a successful improvement plan, in order to improve practice and children's levels of achievement

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

 strengthen ways that enable children's independent access to the play materials, for example, by labelling the storage boxes to identify their contents.

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who attend

Children enjoy a range of enjoyable play activities that reflect the seven areas of learning. For example, the childminder takes them to visit the horses that she owns, which supports their understanding of the world around them. Children are developing their exploration and investigation skills as they experiment with the sounds a range of instruments make. They develop their physical skills and coordination as they manage to move the wooden stick in and out of the whistle as they blow, which changes the sound that is made. The childminder talks to the children throughout the activities in order to enhance their communication and language skills. Young children babble to the childminder as they play, which shows that they are developing appropriate verbal communication skills.

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who attend

The childminder makes general observations of the children and she understands what children have achieved. However, the planning of activities is concerned with the resources that will be offered instead of the learning that is intended. This means activities do not always focus strongly on children's next steps in their learning to help them to make best progress. Nevertheless, because the childminder is providing a range of activities and appropriate support, children are making satisfactory progress and are developing some of the key skills required for the next stage of learning. The childminder visits toddler groups with the children to enhance their social skills and she promotes sharing within her provision, which children are eager to do. The childminder is supporting children's self-awareness as she teaches them the names of different body parts.

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who attend

When children start at the setting, the childminder gathers information from parents about children's care needs. However, she does not ask them about children's abilities and the stages they are currently at in their learning and development. This means that the initial activities she offers, are not always challenging enough so that they make best progress from the start. The childminder and parents engage in ongoing dialogue about what the children have been doing both at home and while with the childminder. She shares what children have enjoyed doing each day and talks with parents about what their children have achieved so that they can develop this further at home.

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

Good relationships have been established and the children are very happy in the childminder's care. The childminder sings songs with the children while they are having their nappy changed, which builds upon the already good relationships. The childminder uses a daily sheet to keep parents up to date with how she has met the care needs of the children. She gathers information upon entry about children's routines and works with parents to meet the care needs of the children. This supports the children to settle easily. The childminder takes the children to the local school each morning and afternoon so they can see their new environment. She talks to them about the move to school when the time comes so they can be emotionally ready for the change.

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

The childminder responds to children's comments enthusiastically and is genuinely interested in what they do and say, which raises their confidence and promotes their self- esteem. She offers them lots of praise and they beam with delight as they achieve new things. The childminder supports children's understanding of safety as she has talks to them about stranger danger and road safety. Children choose from the resources, which are available at their height. However, children's ability to know where things belong and be independent in putting the resources away is not fully supported as the boxes are not labelled. The childminder has good hygiene procedures in place. She washes her hands after changing the children's nappies. She uses comments to support the children's understanding of healthy lifestyles such as 'Healthy bodies, healthy minds'. The childminder appropriately supports children's physical development. Although the garden

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

is not currently being used, children go out daily to playgroups and visits in the community. The childminder provides the children with healthy, balanced and nutritious meals, which contributes towards a healthy lifestyle.

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provision

The childminder demonstrates a satisfactory understanding of her role and responsibilities with regard to child protection. She knows the procedures to follow if she has any concerns about a child. For example, she is aware of the signs and symptoms to alert her to any child protection concerns. The childminder has considered the risks to children and put measures in place to minimise them. For example, there are a range of building materials in the garden, which could be harmful to children. Therefore, the childminder does not allow the children to access this area to play in. The garden is used as entry to the property and the childminder ensures children are always well supervised while they walk through the area and has discussed this with parents. The childminder has considered the dangers on outings and completes risk assessments to ensure safety measures are in place.

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provision

The childminder seeks parents' views through a questionnaire and they state they are very happy with the care their children receive while in the childminder's care. The childminder has a basic development plan. However, the system for self-evaluation is not robust enough to identify all the areas of weakness and drive forward improvements. The childminder generally checks that children are making some progress, but does not focus on children's next steps in learning strongly enough to support children to make good progress. The childminder keeps herself up to date by sharing practice with other childminders. Therefore, she has made some developments to her practice, such as introducing the progress check at age two.

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provision

The childminder works with another setting offering the Early Years Foundation Stage that children attend. She is developing her relationship with the school and continues learning in her setting. For example, she reads the children's school books with them, which creates a consistent approach between the setting and school. The childminder demonstrates a sufficient understanding of the requirement to work with other professionals should the need arise. Partnership working arrangements with parents exist and they are informed about their children's activities. The childminder displays the safeguarding policy for parents to view at any time so that they understand the practice that is in place. The childminder gathers a range of permissions from the parents so she can ensure she is adhering to their wishes.

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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 EY398621 Local authority Manchester Inspection number 968638 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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