Harrison, Stacey

Inspection date

Previous inspection date 09/06/2014 01/11/2011

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early years provision

This inspection: 2 Previous inspection: 3 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

 Activities stimulate and excite children and are adapted well to meet their individual needs, successfully supporting them to make good progress.  The childminder builds strong relationships with parents from the start and comprehensive information is shared about their children. Therefore, children settle quickly and feel emotionally secure.  Safeguarding policies and procedures are robust and deeply embedded in practice. Effective steps are taken to ensure children are well cared for and safe at all times.  The childminder is reflective and responsive to the views of children, parents and outside agencies in order to raise the quality of her provision even further.

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It is not yet outstanding because

 There is scope to increase the range of natural and real-life objects and play opportunities for babies so they can further develop their existing good investigative and physical skills.  Opportunities to further develop the emerging independence of babies, such as giving them the chance to feed themselves, are not fully optimised.

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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 compulsory part 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 in the lounge area.  The inspector spoke to the childminder at appropriate times during the inspection.

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Inspection activities

 The inspector carried out a joint observation with the childminder and observed a musical activity.

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Inspection activities

 The inspector looked through children's observation and assessment records, checked evidence of the suitability of the childminder, discussed self-evaluation processes and reviewed a selection of records and policies.

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Inspection activities

 The inspector took account of views from parents in questionnaires and in children's observation records.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory part of the Childcare Register. She lives with her daughter aged 16 years and three other children aged 11 years, four years and two years in a house in Manchester. The whole of the ground floor of the house is used for childminding purposes. There is an enclosed garden available for outdoor play. The family has one cat. The childminder takes children to, and collects them from, the local primary school. She attends adult and toddler and playgroups on a regular basis. There are currently 11 children on roll; four of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 7.30am to 6pm, Monday to Friday, with the exception of personal and public holidays. She supports children with special educational needs and/or disabilities and children who speak English as an additional language. She is

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Information about the setting

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:

 expand play opportunities and provide a wider range of natural materials and real- life objects for babies so that they can investigate different textures and make sense of the world around them

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

 extend babies' good independence further by encouraging them to feed themselves at meal times in order to develop their physical skills.

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who attend

The childminder has a secure knowledge and understanding of children's needs and interests. Through discussions with parents and through observations she makes of the children, she has an accurate picture of their needs. Observations are thorough and linked to different areas of learning. As a result, the childminder has a good knowledge of individual children and knows how to move them forward in their learning. Children with special educational needs and/or disabilities and children who speak English as an additional language are supported well. For instance, the childminder is vigilant and quick to pick up on any gaps in learning or areas in which a child needs extra support. The wide-ranging and interesting activities provided motivate and engage children. Planning is effective and based around children's interests and sometimes linked to themes, such as 'under the sea'. The monitoring and regular assessments carried out by the childminder

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who attend

very clearly track children's progress over time. As a result, the activities provided are linked to children's next steps in their learning and any potential gaps in learning are closing. The quality of teaching is good and activities are tailored well to meet the needs of children. Parents are heavily involved in their child's learning and working relationships are strong. For example, parents regularly share observations they have made of their child and talk about interests they have seen at home. Consequently, all children make good progress in relation to their starting points and are well prepared for starting nursery or school.

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who attend

Babies enjoy the challenge of taking their first steps and pulling themselves up from sitting on the floor using their hands. They feel positive and show they feel proud of their achievements by exchanging smiles with the childminder. Babies explore their surroundings safely and with interest. They are given wide-ranging opportunities to develop their large motor movements and smaller movements. For example, they learn to walk and practise grasping small objects using their fingers. This means that babies are well on the way to moving on to their next stage of learning. There is an even balance of adult input and allowing babies freedom to work things out themselves. Early language skills and support for children who speak English as an additional language are effective. Teaching is strong because the childminder models language well by speaking in short phrases and introducing new vocabulary. She responds affectionately to babbles babies

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who attend

make and single words, such as 'yes' and 'bye bye'. The childminder has a good relationship with parents and knows some key words in their child's home language. The childminder then incorporates these words effectively in her setting. As a result, children make good progress in their language skills and have a strong sense of belonging. Good early literacy skills are encouraged on a regular basis, such as tracing fingers in wet sand to make marks. Mathematical language, such as 'big' and number names are taught effectively through counting songs and rhymes.

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who attend

Babies enjoy experimenting with sounds through the use of a wide range of musical instruments. The childminder effectively encourages them to shake and tip rainmakers upside down independently and praises babies for their efforts. Simple electronic toys are offered and successfully develop babies' knowledge and awareness about how simple machines work. For instance, they revel in delight at pressing different buttons on an electronic keyboard to make different sounds. Opportunities for babies to further extend their good investigative skills are not fully explored through the use of natural and real-life objects. Some resources provided stimulate the senses in order for the babies to make sense of the world. However, there is scope to further develop a range of natural objects.

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

New children settle quickly in this welcoming and inclusive setting. This is because the childminder works closely with parents to establish children's starting points and also carries out observations in the setting. Important information, such as about children's interests and needs is effectively taken into account. This successfully enables the childminder to mirror care routines and plan activities in line with children's interests. Parental comments are very positive, particularly the care provided for children with special educational needs and/or disabilities. For example, they say 'the childminder has been our source of help and has always shown a genuine interest in my child's development and the obstacles he continues to face'. The childminder supports children to become independent. For example, babies are encouraged to select resources so they can make choices in their learning. At meal times,

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

babies enjoy eating a wide range of healthy snacks and meals. They effectively show their pleasure of tasting and eating by grinning and clapping their hands. These early signs of communication are promoted well in the setting. This means that babies are well on the way to moving to their next stage of learning as they approach toddlerhood. Sometimes, however, babies who are capable of feeding themselves with spoons, are not encouraged to do so on a consistent basis. For example, the childminder spoon feeds food into their mouths for them. This means that opportunities for babies to develop their physical skills and self-help skills are not maximised. There is a sense of calm in the setting and all children are very well behaved. This is because children know what the boundaries are and the childminder is a positive role model. Important messages about keeping safe are instilled from a very early age. For example, when children are out and about, they are

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

given gentle reminders about holding onto the buggy so they do not wander off.

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

Children are provided with healthy snacks and meals and have wide-ranging opportunities to move in different ways. For example, children enjoy running outside, riding bikes and playing in the sand. Hygiene practices are good and mean that children remain fit and healthy. For example, the childminder wears plastic gloves during nappy changing times and sprays the mat down with antibacterial spray. When children have accidents, the childminder is quick to deal with any first-aid concerns. Details about the accident are recorded and information is shared with parents in an efficient manner. Children do feel safe with the childminder and feel relaxed in her care. This demonstrates they feel emotionally secure and happy.

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provision

Safeguarding policies and procedures are robust and implemented well in this setting. This is because the childminder has completed training related to safeguarding and, therefore, has a thorough and up-to-date knowledge. She has a secure knowledge and understanding of the signs and symptoms of abuse and knows who to contact should she have concerns. The childminder is aware of the need to notify Ofsted of significant events that may affect the care of the children. Daily safety checks and comprehensive risk assessments of the premises are effective. This means that potential hazards are removed so that children are kept safe. Consequently, children are safeguarded fully.

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provision

The childminder demonstrates a positive attitude towards developing her practice through attending regular training. She is reflective and her self-evaluation is strong. She takes into account the views of parents, children and outside agencies. She has met previous actions from her last inspection and has made the changes swiftly. For example, she has removed the bird bath from the garden and the premises inside and out are now safe. She has adapted her planning and observation methods so that children's next steps in learning are identified in order to plan activities to meet children's needs. The monitoring of educational programmes is secure and ensures children receive a broad and balanced curriculum. Assessment and tracking of children's progress is accurate and effective in identifying gaps in learning. As a result, the provision is secure in meeting the needs of all children.

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provision

Links with parents, local schools and outside agencies are well established and mean effective continuity of care for children. Parents regularly contribute to assessments and receive summaries of children's learning every three months. Advice from outside agencies is taken into account to meet the needs of children with special educational needs and/or disabilities.

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The Childcare Register

The requirements for the compulsory 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 EY426524 Local authority Manchester Inspection number 974011 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 11

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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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