Childminder in Tameside

Inspection date

Previous inspection date 11/06/2014 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

 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 form close and warm relationships with the childminder. They are settled and secure because they are cared for in a positive and encouraging environment.  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 supported by risk assessments that are carried out to minimise any potential hazards to children.  The childminder has developed positive and supportive partnerships with parents, which enhances consistency in children's learning and well-being.

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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.  There is scope to improve the range of resources available to promote equality and diversity, to support children's understanding of the wider world.

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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 spoke with the childminder at appropriate times throughout the inspection and observed play, teaching and learning opportunities inside and outside.

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Inspection activities

 The inspector looked at a selection of documentation, including children's information, risk assessments, certificates, policies and procedures and suitability checks.

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Inspection activities

 The inspector reviewed written comments from parents and took account of their views of the service provided by the childminder.  The inspector carried out a joint observation with 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 children aged seven and three years, in a house in Reddish. The whole of the ground floor and the bathroom on the first floor, as well as the rear garden, are used for childminding. The childminder attends a group and activities at the local children's centre and local school and she visits the park on a regular basis. She collects children from the local schools and pre-schools. There are currently two children on roll, who are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.45am to 5.45pm, Monday to Friday, except bank holidays and family holidays. 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:

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

 extend resources in regard to diversity and equality, in order that children develop a wider understanding of the world.

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who attend

The childminder has a secure understanding of the Early Years Foundations Stage and how children learn. She is aware of the importance of providing activities based on children's interests and therefore, the childminder seeks to know children in her care well. This is gained through observing children in their play and discovering the activities that they enjoy. Information is also gathered from parents on the child's learning at home, which means the childminder has a good informed picture of the child's individual interests and needs. The childminder tracks children's achievements and the progress they make. Consequently, she provides them with a range of planned and freely chosen play experiences, across the seven areas of learning, to ensure children make as much progress as they can towards the early learning goals. This supports their future learning well.

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who attend

Children are encouraged to use their interests to further develop their own learning. For example, children's interests in trains is supported by encouraging them to experiment making different marks in the sand with the engines. Children are also encouraged to make marks with a variety of different materials, such as paint and chunky pens. Children's mathematical knowledge is extended as the childminder incorporates counting into the activities that children are engaged in. During adult-led activities children are given the time to explore resources and the childminder sensitively extends their play, while giving children the freedom to investigate. For example, children mix paints and explore how it feels when they paint their hands and their arm. Speaking and listening skills are promoted well. The childminder is a good role model and models good listening during activities. She supports the development of language by praising, repeating and

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who attend

modelling the words and sentences that children say. As a result, children feel secure in talking. The childminder gives instructions during children's play but, on some occasions does not always provide further reasoning for why something should or should not be done. As a result, children's understanding and critical thinking is not always fully extended.

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who attend

The childminder has good relationships with parents. She encourages them to share information about their child's learning when they start at her setting and in their daily discussions together. They have regular in-depth meetings, where the childminder shares photographs, observations and discusses children's progress and learning needs. Together, parents and the childminder establish children's next steps and discuss activities that can be done to support these. Consequently, parents work with the childminder and are kept informed about their child's development. Parents comment 'The activities and resources that the childminder provides stimulate my child and they have fun'.

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

Children have formed strong attachments with the childminder and have a good sense of well-being. They are happy, confident and engaged in their play even though they have only recently started at the setting. Children readily smile during their play and are confident to approach the childminder for reassurance and support. This is because the childminder has a warm and friendly manner and takes time to find out about children's needs and interests from parents. Settling-in procedures are varied to take account of individual children. Children and parents attend settling-in sessions at the childminder's home, which allows her to introduce herself gradually to children. This helps the child to become familiar with the childminder as well as an opportunity for parents to share information with the childminder about their child's care needs and learning so far. As a result, the childminder has a good understanding of individual children's needs and helps

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

to promote children's sense of security as they make the move between their home and the setting.

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

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 and consequently, children are happy. Children are developing a sense of belonging in the local community as they attend different play groups and visit local places, such as the park. The childminder also intends to attend a group at Reddish Vale Country Park. This also supports children in socialising with other children, gaining confidence and giving them skills for their future learning. Children have opportunities to develop a knowledge and understanding of the world through activities that they do. For example, they are developing a display that shows the different places children have been. However, there are fewer resources that reflect the

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

wider world, to support children's understanding of the diverse culture we live in.

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

The childminder provides a welcoming and child-friendly environment. Children learn through active play and exploration both indoors and outdoors. Toys and resources are stored within reach and children are encouraged to make choices over their play. Regular routines, such as hand washing before meals and after using the toilet, provide children with good opportunities to develop self-care skills and to learn about healthy practices. Children have daily access to outdoors; they go on various walks or play in the garden, where they have been learning all about growth through planting. They have been developing climbing skills through pretending to be a fireman in the garden, as well as attending soft play centres. This encourages children to take risks when climbing in a safe environment and supports them in learning about keeping themselves safe.

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provision

Children are effectively protected from harm as the childminder demonstrates a secure knowledge of her responsibilities with regards to safeguarding children. She has attended courses to support her understanding of child protection and help her in identifying signs of abuse. Children remain safe and secure in the childminder's care as she conducts thorough risk assessments of her home and outings. Appropriate records regarding accidents are also kept and parents are informed. A comprehensive range of policies and procedures, which all parents are made aware of, meet all welfare requirements to support the safe and efficient management of the setting.

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provision

The childminder uses self-evaluation procedures to identify strengths and weaknesses in her setting. As a result of her reflections, she has plans to improve the outdoor area. She involves parents in her evaluation through discussion, in order to seek their views on different aspects of her provision. She also assesses children's enjoyment and learning in the activities and resources that she provides. As a result, the childminder is always reflecting upon her practice and the changes she could implement to support children who attend her setting. The childminder shows a commitment to further training. She seeks relevant training events in order to further enhance the provision and the learning outcomes for children.

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provision

The childminder has 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 to support them to make progress. The childminder is building positive relationships with parents of children she cares for. Parents are complimentary about the childminder and they are happy with the care and teaching that she provides. The childminder communicates with parents on a daily basis and shares information about their child's day, as well as sharing children's learning and development both at the setting and at home. As a result, parents are aware of how their child is progressing in their learning and development. Through discussion, the childminder demonstrates an understanding of the importance of building partnerships and links with other settings that children attend, to support children's

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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 EY472687 Local authority Stockport Inspection number 948716 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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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