Childminder in Rochdale

Inspection date

Previous inspection date 10/07/2014 Not Applicable

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early years provision

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

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This provision requires improvement

 At the point of entry the childminder finds out from parents about their child's routines, likes and dislikes. This enables her to plan familiar activities and to help children develop secure attachments.  Partnerships with parents is an integral part of the provision and helps to promote children's continuing care and development.  Observations and assessments are completed and used to show parents the progress their children are making towards the early learning goals in all areas of learning.  In relation to child protection, the childminder has sound understanding of the safeguarding requirements. This includes vetting procedures, to demonstrate adults who have regular contact with children are suitable.

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It is not yet good because

 The quality of teaching and learning is variable. The childminder does not always provide children with consistently challenging activities that are fully matched to their learning needs. Consequently the learning and development needs of children are not consistently met.  The childminder has not fully met the requirements of the Early Years Foundation Stage with regard to children's safety at the setting.  There is scope to enhance self-evaluation and to prioritise aspects of the provision to be developed.

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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 looked at the premises in relation to health and safety.

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Inspection activities

 The inspector observed and discussed the childminder's practices and her engagement with the children throughout the inspection, in relation to teaching and learning.

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Inspection activities

 The inspector looked at the children's records of achievement, observations and assessments in addition to other relevant documentation.

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Inspection activities

 The inspector checked evidence of suitability, including the childminder's qualifications and training.

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Inspection activities

 The inspector discussed the childminder's self-evaluation procedures and aspects of the provision to be developed.

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Inspection activities

 The inspector took account of the views of a child spoken to on the day of the inspection.

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Information about the setting

The childminder registered in 2014 on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. She lives in a house in Middleton, Manchester with her partner and two children aged 13 and 17 years. Children use all the rooms on the ground floor, which includes the front room, dining/kitchen and toilet. There is provision for outside play in the back garden. The childminder provides care throughout the year on Monday to Friday from 7am to 6pm; with the exception of family holidays. She takes and collects children from local schools and pre-schools and she attends the local childminding support group. Currently there are three children attending part-time in the early years age group. In term time there are three children attending part-time on the Childcare Register. The childminder has a relevant qualification at level 3 and she is a qualified social worker. She is currently supported by the local authority.

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must:

 use the information from the ongoing observations and assessments to consistently shape individual children's learning and development and continually give priority to the prime areas of learning for children under three years

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must:

 ensure the premises are kept safe at all times; this specifically relates to small items accessible to babies.

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

 monitor and improve the quality of teaching and the educational programmes and ensure activities always have sufficient depth, breadth and challenge and reflect the needs, aptitudes and interest of all children.

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who attend

Parents are asked to provide information about their child's starting points when their child starts at the setting. This information is then used, generally, well to plan activities to support children's next steps. Parents are routinely kept informed of their children's progress towards the early learning goals. For example, through children's record of achievement and through the daily diary. They are used appropriately to promote children's learning at home and at the setting. For example, parents are aware of the actions songs, which children learn at the setting, and know to reinforce this at home. Children's records of achievement, which include ongoing observations and assessments, are well maintained. Pictorial examples of what children have achieved are appropriately linked to children's assessments and clearly demonstrate all children are working comfortably within the typical range of development expected for their age, taking into

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who attend

account their starting points. In the main, children are acquiring reasonable skills, attributes and dispositions they need to be ready for the next stage of their learning. However, the quality of teaching is variable. For example, some activities are over directed by the childminder and do not provide sufficient challenge. Activities are not always tailored to meet the individual needs and interests of children, which hinders their overall learning and development. Overtime, the educational programmes cover the seven areas of learning and adequately support children's development in all areas; although sometimes, the prime areas of learning are less well planned for and not provided for consistently. For example, at lunchtime opportunities are missed to develop children's communication and language skills, and on supporting their physical, personal, social and emotional development.

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who attend

Children clearly enjoy their time at the setting and they are suitably occupied most of the time. Relevant examples include energetic outside play and mark making in gloop. Children play on the slide, kick a ball and explore the garden. However, occasionally activities are mundane and lack a good level of challenge. For example, when children sing nursery rhymes and action songs. Some children are restless and move from one resource or activity to another. This is because activities do not always provide sufficient challenge and teaching is not always tailored to meet the individual needs and interests of children, which hinders their overall learning and development.

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who attend

There is an appropriate system in place for the childminder to complete the progress check for children aged between the ages of two and three years in partnership with parents and other key people. These assessments focus on the prime areas of learning. The childminder understands early identification of need and recognises early intervention is necessary to help narrow any identified gaps in children's achievement.

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

The childminder supports children's transitions well. Parents are given time to settle their children who are new to the setting. The atmosphere at the setting is calm and welcoming and children soon feel comfortable in the new situation. The childminder's approach helps children to form secure attachments. However, on occasion, the childminder's practice is variable and not fully tailored to meet the individual needs of children. There is a functional approach to meal time routines, rather than an educational approach, which hinders children's independence. For example, opportunities are missed for children to put on their bibs, help prepare lunch, set and tidy the table. On occasion, children do not receive the support they need to enjoy their food. As a result, food is wasted when it falls to the floor.

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

The childminder generally supports children to play and learn together and to develop control over their actions. Children are beginning to develop an awareness of the feelings and needs of others as well as the consequences of their actions. The childminder appropriately teaches children the language of social interaction, such as 'please' and 'thank you' and children are learning to share and take turns. Consequently, children behave appropriately for their age and stage of development and they are happy and confident. Children are learning the importance of keeping healthy and older children know to wash their hands before they eat their meals.

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

Overall, the environment is welcoming and well resourced. However, the childminder does not always make best use of the resources to keep children fully engaged and motivated at all times. In relation to children's safety at the setting, the childminder does not always ensure small items are kept away from children. The impact on children was minimal in this case but the oversight increases the risk of accidental injury, which is a breach of a welfare requirement. A personal care task, such as nappy changing, is undertaken in a caring, sensitive way and in accordance with parents' wishes. There are appropriate systems in place for the childminder to administer medication to children, which includes obtaining written parental consent. Accidents, incidents and existing injuries are also recorded in partnership with parents to promote children's continuing care.

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provision

The childminder has considerable social care experience and can recognise signs of abuse and neglect. Her knowledge and understanding of child protection procedures is sound. Other policies and procedures are understood and implemented, for example, children's medication and accident records are appropriately maintained and vetting procedures are fully understood to safeguard children. All mandatory training has been obtained to enhance children's safety at the setting, such as the childminder's ability to administer first aid to children.

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provision

The childminder has worked hard to establish the provision. Her routines are organised to ensure every child has the opportunity to experience all aspects of care, learning and play. Self-evaluation procedures, in the main, identify aspects of the provision to be developed, although they have not been clearly prioritised. The system in place to monitor, review and improve the quality of teaching and the educational programmes in relation to the prime areas of learning is less effective and does not focus strongly enough on improving teaching. The childminder focuses too much on what children learn rather than how they learn. The learning and development needs of all children are not consistently planned for in the prime areas of learning, which is a breach of a learning and development requirement. The childminder does not always take precautionary measures to keep children safe at the setting and small items are sometimes accessible to children. This is a

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provision

breach of a welfare requirement and a Childcare Register requirement.

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provision

The childminder clearly understands the importance of partnership working. She has not yet had reason to establish partnerships with other professionals, although there are appropriate systems in place to provide for children with special educational needs and/or disabilities. Working in partnership with parents is embedded and the continual use of the children's daily diaries and records of achievement enables the childminder and parents to reinforce children's learning at home and at the setting. Feedback from parents is always valued and parent questionnaires have been completed and returned. Parents have made favourable comments about the setting and they are pleased with their children's care, learning and development.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 ensure the premises and equipment used for the purposes of the childcare are safe and suitable for that childcare (compulsory part of the Childcare Register)  ensure the premises and equipment used for the purposes of the childcare are safe and suitable for that childcare (voluntary part of the Childcare Register).

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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 EY472899 Local authority Rochdale Inspection number 952650 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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

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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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