Childminder in Stockport

Inspection date

Previous inspection date 17/07/2014 29/07/2013

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early years provision

This inspection: 2 Previous inspection: 4 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 understands how children learn and develop. She observes children well and plans activities to help meet each child's unique needs. As a result, children are making good progress.  The childminder supports children's emotional well-being and independence through building secure relationships with them and their parents. Parents speak highly of the childminder and state that they feel their children are safe, secure and challenged while in the setting.  Arrangements for safeguarding children are effective and clear policies and procedures are implemented well. The childminder regularly refreshes her knowledge and understanding to ensure this is accurate and current.  The childminder regular evaluates and reflects on her practice and accesses regular training courses. As a result, she is continuously improving her professional practice.

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It is not yet outstanding because

 Toys and equipment in the outdoor play area do not always fully ignite children's interest, so that they maximise their exploration and investigation skills.

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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 in the indoor and outdoor environment.  The inspector conducted joint observations with the childminder.  The inspector held meetings with the childminder.  The inspector looked at observation and assessment records of the children.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder, their self-evaluation and improvement plan.  The inspector took account of the views of the parents spoken to on the day.

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Information about the setting

The childminder was registered in 2007 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and two children aged 11 and seven years in the Bredbury area of Stockport. The whole ground floor of the house and the bathroom on the first floor are used for childminding. There is an enclosed rear garden for outdoor play. There are currently six children on roll, two of whom are in the early years age group. The childminder operates Monday to Friday all year round, except for family holidays. She receives support from the local authority and is a member of 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 the activities and resources in the outdoor play area to further ignite children's interest by, for example, providing opportunities for them to observe things closely, explore features or make more investigations of the outdoor play area.

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who attend

The indoor and outdoor environments in the setting are stimulating, exciting and well organised into areas of continuous provision which are effectively linked to all the areas of learning and development. There are a range of resources which are accessible to all children, enabling them to independently select what they want to play with. However, the range of toys and equipment in the outdoor play area does not include resources which fully encourage the children to experiment and investigate in their natural surroundings. Since the last inspection, the childminder has extended her knowledge and understanding of the Early Years Foundation Stage and how to promote children's learning and development. The childminder's quality of teaching is now strong. For example, children enjoy engaging in role play with the dolls. The childminder provides them with a range of resources, such as nappies and clothes, as well as buggies and slings to carry the dolls.

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who attend

The childminder supports the children during their play by offering support and guidance through sensitive interventions. As a result, the children in this setting are making good progress towards the early learning outcomes.

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who attend

The childminder knows the children very well in this friendly setting, understanding that she is the children's key person. The childminder takes responsibility for maintaining a development file for each child. This is kept to a good standard and contains observations of the children throughout their time with her. These are linked to the areas of learning and development, and appropriate next steps in the children's learning are being planned. The childminder ensures that she carries out these next steps and follows up with further observations. Consequently, children are working comfortably within the typical range of development expected for their age. The childminder has high expectations for all children based on accurate initial assessments, which are gathered on entry and agreed with parents, and ongoing assessments. These are used effectively to get to know the children's interests and learning styles. As a result, the childminder is planning activities

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who attend

which are suitably challenging and meet the individual needs of each child. The childminder is tracking children's progress on a monthly basis and, as a result, any gaps in learning are identified early and appropriate support is sought. The childminder provides the children with a wide range of opportunities, activities and experiences to promote their physical skills. For example, the children have ample opportunities to play outdoors and enjoy making marks on the walls using large paint brushes and water. The children also enjoy blowing bubbles and catching them before they land on the ground. As a result, the children are interested and keen learners.

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who attend

The childminder is working effectively with the wider early years team in the local primary school. The children attending the setting also attend the pre-school class at the local primary school. Therefore, the childminder has established strong relationships with the teachers and shares information regarding the children's learning and development. As a result, she is able to provide continuity of learning. The childminder has established effective partnership arrangements with parents and provides verbal feedback regarding the children's learning experiences. Parents are encouraged to review their children's development files on a regular basis and the childminder provides useful prompts to encourage them to promote their child's learning at home. Parents express that the childminder provides them with information about their child's learning experiences in her setting, as well as forwarding information on from the pre-school. As a result, parents are

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

The childminder ensures that children are forming strong attachments and bonds with her and that their emotional well-being is consistently supported. The process to help children settle into the setting is effective. New parents and children are invited in for an initial visit together. There is then a gradual admission for new children to ensure that the move into this setting is smooth. The settling-in period is tailored to meet the individual needs of each child and their parents, if required, to ensure that the child's individual needs are being met. As a result, children demonstrate that they feel safe and secure within this setting. Parents complete a registration form for their child upon entry, which provides the childminder with detailed and meaningful information on the child's care routines, health requirements, allergies, special dietary needs and food preferences.

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

The childminder teaches the children about road safety on their walk to and from school. The children are able to recite the green cross code and explain how they wait at the side of the road until it is safe to cross. Prior to the children going outdoors, the childminder puts sun lotion on them. While doing this, she discusses with the children why they have to wear it and how it protects them from the sun. As a result, the children are learning how to keep themselves safe. The childminder adopts positive behaviour management techniques and provides the children with clear guidance and positive reinforcement on what is acceptable behaviour. Children are being supported to manage their own behaviour because the childminder explains to them the importance of sharing and taking turns. As a result, children are demonstrating a secure level of understanding of the behavioural expectations, appropriate for their age, and demonstrate good self-control.

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

The childminder support children's emotional well-being through regular discussions about feelings and emotions. In particular, she is discussing the children's fears, anxieties and excitement at starting primary school. As a result, children are beginning to understand their own emotions and feelings and those of others. Children are learning to follow routines as they are encouraged to tidy up after activities and before snack and meal times.

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

Children are progressing well in this setting as they are encouraged to be independent and manage their own personal care needs where appropriate. For example, the childminder encourages them to go to the toilet independently and wash their own hands thoroughly without needing to be prompted. She also offers sensitive reminders about the importance of washing hands, and this is supported with the use of posters throughout the setting. She also encourages children to independently wash their hands before snack and meal times. The children are encouraged to manage risk through carrying out activities, such as climbing the stairs independently. The childminder provides children with home-cooked, healthy and nutritious food. She ensures that all mealtimes are sociable occasions. The childminder sits with the children during mealtimes. As a result, she is demonstrating the importance of healthy eating and is using this time effectively to talk to the children about

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

the different foods which they are eating. Therefore, children are developing a good knowledge of different food choices. Children have access in all weathers to the outdoor area where they enjoy fresh air and regular daily exercise.

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provision

The childminder has made considerable improvements to the practice since the last inspection. She has worked hard to address the actions raised for improvement, and this has helped to raise the overall quality of the setting. There is a safeguarding policy in place and the childminder has a clear understanding of her role in protecting children. She has a good knowledge and understanding of her responsibilities, how to identify possible signs and symptoms of abuse and what to do if she has concerns about a child's welfare. She has attended safeguarding training which ensures her knowledge and understanding is accurate and current. As a result, children are effectively safeguarded. There is a safeguarding statement which is made available to all parents. Risk assessments and daily checks of this setting are thorough, and include risk assessments for outings, such as a recent visit to the local farm. Accident recording and reporting procedures meet

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provision

requirements, which ensures that children are well protected within a safe and secure setting. Children are constantly well supervised to ensure they remain safe. Appropriate checks are carried out on all adults associated with the childminder. The childminder has attended an appropriate first-aid training course and, therefore, is trained to deal with emergencies of this type. She has in place records of the children attending the setting and their attendance patterns. The childminder now has a good knowledge of the Early Years Foundation Stage and her responsibilities in meeting both the welfare requirements and the learning and development requirements. There are effective systems in place for evaluating and reflecting upon activities, which ensures the childminder is maintaining a good quality of teaching. The childminder has in place a training plan which supports her to continuously improve her professional practice. She regularly reflects on their practice and provision

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provision

and is regularly setting targets for improvement and striving to achieve these to ensure that the setting is continuously improving. For example, she has identified the need to make improvements to the resources in the outdoor area. Since the last inspection, the childminder has been working closely with the local authority to ensure that she has met all the actions raised.

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provision

The childminder has a good understanding that developing strong relationships with parents and other external agencies has a significant impact on the children's learning and development and the care which she provides. The childminder builds and maintains partnerships with parents through taking time each day to discuss their child's learning experiences and achievements, as well as their care needs. Parents speak highly of this setting and the childminder. There are effective partnership working arrangements between the childminder and the primary school in preparation for children making the move between settings. These are well established and contribute to meeting the children's needs and preparing them for the next stage of learning.

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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 EY355140 Local authority Stockport Inspection number 963291 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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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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