Childminder in Wigan

Inspection date

Previous inspection date 21/07/2014 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

 The childminder focuses on helping children to acquire communication and language skills, and supporting their physical, personal, social and emotional development, to ensure they are equipped with the skills they need for their future learning.  The childminder establishes close and emotional attachments with children in a welcoming and caring environment. Consequently, they feel safe and develop a strong sense of security and belonging.  The childminder has a secure understanding of child protection and how to promote the safety and welfare of the children in her care. She assesses the risks to the premises well and minimises these, so that children can play and learn in a safe environment.

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It is not yet good because

 The childminder does not consistently use information, gained from observations and assessments, to identify children's next steps in learning. Consequently, she does not always plan activities and experiences that ensure children are consistently challenged to make the best possible progress in their learning and development.  The gathering of parents' views to assist in identifying areas for future development in practice, to further support children's learning, is not yet fully established.

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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 children's activities in the playroom.

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Inspection activities

 The inspector held discussions with the childminder and talked to children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at various documents, including a sample of policies and procedures, planning, observation and assessment systems, and children's individual learning records.  The inspector checked evidence of the suitability of the childminder.

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Information about the setting

The childminder was registered in 2014 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and teenage son in the Astley area of Manchester. The kitchen, downstairs playroom and downstairs bathroom are used for childminding purposes. The family have a dog. The childminder operates from Monday to Friday, 8am to 6pm, all year round, except for family holidays. Children attend for a variety of sessions. The childminder takes and collects children from local nurseries and schools. There are currently four children on roll, two of whom are within the early years age range and two school-age children who attend before and after school. The childminder is a member of the Professional Association for Childcare and Early Years. She receives support from the local authority.

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must:

 ensure children are constantly challenged to make good progress in their learning, by consistently using information from observations and assessments, to identify children's next steps, and effectively plan activities and interactions to support these.

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

 develop further the systems for self-evaluation and plans for future improvement to take into account the views of parents and children, in order to prioritise areas for development and implement changes to improve learning outcomes for children.

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who attend

The childminder has a sound knowledge of the Early Years Foundation Stage and the seven areas of learning. She provides a stimulating environment, and a range of interesting and appropriate activities, which generally help children to make steady progress towards the early learning goals. The childminder observes children to find out about their immediate interests and knows which activities they enjoy. However, due to the very short time the childminder has been caring for children, she has not fully developed her knowledge of how to use information from assessments to plan for their next steps and to ensure that children are constantly challenged to learn more. As a result, activities do not always fully match children's developmental needs, which impacts on their ability to make the best possible progress. The childminder works closely with parents to ensure that she has information about children's learning on entry. She discusses children's progress with parents and suggests

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who attend

simple activities to support their children's learning at home. This enables the childminder to build on children's existing knowledge and skills, and provides children with consistency and continuity of care and learning. Toys and resources are age-appropriate, freely accessible and children benefit from independent access to them. For example, small world toys, jigsaw puzzles, books and resources for role play are located at floor level and on low-level shelves. Consequently, children can make independent choices about what they want to do and initiate their own learning.

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who attend

The childminder promotes children's personal, social and emotional skills as she teaches them to take turns and share resources. Children demonstrate their understanding as they offer toys to other children when they have finished playing with them. Regular visits to local groups help children learn to socialise with other adults and children, away from the childminder's home. In addition, these experiences support children to develop confidence in new situations. The childminder is especially skilled at helping children to develop their communication and language skills, which has a positive impact on their knowledge and understanding in other areas of learning. For example, she role models language, uses a running commentary to describe what children are doing and introduces new words to extend their vocabulary. In addition, the childminder uses additional words when repeating back what children have said to help them learn to speak in short sentences. For

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who attend

instance, when children say 'ham', she says 'Yes, you've got ham and cheese'. Children develop large-muscle control and coordination as they throw and catch balls, climb in and out of the ball pool, and visit parks on a regular basis, where they have opportunities to experience large climbing equipment. As a result, children begin to develop the skills, attitudes and abilities, which they need to prepare them for their future learning and school.

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

The childminder is caring and sensitive. She supports children to form close relationships, which provides the foundation to promote their personal, social and emotional development. Children are settled and secure in the childminder's home as she knows them well and is aware of their individual needs. They are secure with the routines and rhythms of their day. The childminder recognises when children are tired, hungry or require their personal needs attending to and responds quickly to keep the children comfortable. By linking with parents, the childminder is kept up to date with children's needs and routines and, combined with her interactions, enables them to feel safe and form emotional attachments with her.

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

Children enjoy a range of healthy snacks and drinks are available throughout the day. The childminder supports children to try new foods and textures. She regularly shares information, about healthy foods and balanced diets, with parents. Children are encouraged to adopt healthy lifestyles. They have daily access to fresh air and exercise as they go for regular walks in the local environment, and visits to the nearby parks where they experience large open spaces for physical activities. Consequently, the childminder's practice supports children's physical and emotional well-being. Children demonstrate their independence and self-care skills as they manage their own needs at mealtimes and cooperate with care routines. The childminder explains to children why they need to wash their hands before and after meals to promote their awareness of good hygiene routines. The premises are clean, tidy and well maintained, which means that children can play and

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

learn in a healthy environment. The equipment and resources are safe and suitable to meet the individual needs of all children.

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

The childminder ensures that children feel safe within the environment and on outings. For example, children are fastened in prams when out walking, and older children learn why they need to wear wrist straps and stay near the childminder. Children generally develop an awareness of their own safety, but sometimes need reminding. For example, the childminder gently reminds children why they should not climb on furniture and that they need to pick up toys off the floor, so that they do not fall. The childminder has a behaviour management policy in place, which is consistently implemented. She provides consistent and clear boundaries for children to help them learn that their actions affect others. Any minor disagreements are managed calmly and sensitively by the childminder, who skilfully uses resources to distract children from the situation. As a result, confrontations are soon forgotten and harmony is quickly restored.

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provision

The childminder has a secure understanding and knowledge of the signs and symptoms of abuse, and what to do and who to contact in the event of a child protection concern. She ensures that the premises are safe and secure as she carries out risk assessments and daily checks, which means that children's safety is promoted well. Safeguarding policies and procedures are in place and consistently implemented. The childminder is fully aware of her role and responsibilities to ensure children are protected from harm. For example, locks on doors and gates means that children cannot leave the premises unaccompanied and are protected from unwanted visitors. Furthermore, risk assessments are in place for outings, which ensures that any potential hazards are identified and removed. This enables children to enjoy trips to local places of interest while remaining safe.

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provision

The childminder ensures that children are offered a range of activities and experiences to cover all areas of learning. Appropriate systems are in place for monitoring children's progress, which means that the childminder generally has a sound knowledge of children's current and future learning needs. She observes young babies and children to identify their particular interests and what they like to do. Although the childminder is able to identify what children need to learn next, information from observations and assessments are not always used to guide the planning of activities. As a result, learning experiences are not consistently matched to children's individual learning needs, meaning that some children make steady progress, as opposed to consistently good progress. The childminder evaluates her practice on a regular basis, identifies her strengths and weaknesses, and already has plans in place to attend training to improve her knowledge of how to support

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provision

children's speech and language development. She is proactive in seeking support and guidance from the local authority development worker and more experienced childminders to help to improve her practice. However, the childminder's practice is in its infancy and, therefore, self-evaluation does not yet fully include the views of parents and children, to effectively identify priorities for future improvement, to further improve learning outcomes for children.

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provision

The childminder has positive relationships with parents, resulting in children's individual care needs being met, ensuring that she has appropriate knowledge of their routines, comforters and sleep patterns. Parents are informed about children's care routines and what they have been doing during the day through daily conversations. They have access to a variety of organisational policies and procedures, and know what to do and who to contact if they have any concerns. The childminder has close links with other early years providers which some children will move on to in the future. This means that she can prepare them emotionally for the next stage in their learning. The childminder has not yet had reason to develop partnerships with external agencies or professionals. Nevertheless, she has a secure understanding of the importance of this to ensure children receive appropriate intervention and support if necessary in order that they reach their full

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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 EY475115 Local authority Wigan Inspection number 952845 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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