Childminder in Tameside

Inspection date

Previous inspection date 23/07/2014 Not Applicable

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Children are extremely motivated and consistently demonstrate the characteristics of effective learning in this extremely high quality child-centred setting. The childminder uses every situation to maximise learning opportunities and as a result, children make rapid progress in their learning and development.  The childminder is highly skilled and sensitive and helps children to form extremely close emotional attachments and feel very secure within the setting. This provides an exceptionally strong foundation to enable them to develop their independence and motivates them to explore.  The childminder plans experiences that are strongly focused on developing children's communication and language skills and physical, personal, social and emotional development. Consequently, they develop the skills, abilities and attitudes that prepare them exceptionally well for future learning and eventually, school.

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This provision is outstanding

 The childminder comprehensively identifies and successfully minimises potential risks. Her expert knowledge of the signs and symptoms of abuse and awareness of her responsibility to protect children ensures that children in her care are fully safeguarded.  Highly effective partnerships with parents, external professionals and other early years providers make a superb contribution to meeting all children's individual needs.

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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 dining area and outdoor environment.

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Inspection activities

 The inspector held discussions with the childminder and her assistant and talked to children 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.

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Inspection activities

 The inspector checked evidence of the qualifications and suitability of the childminder and her assistant.

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Inspection activities

 The inspector took account of the views of parents from written feedback questionnaires.

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Information about the setting

The childminder was registered in 2014 on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged 11, eight and two years in the Stalybridge area of Tameside. The childminder works with a registered assistant. The whole of the ground floor is used for childminding purposes. There is a very large secure rear garden available for outdoor play. The family has two dogs, guinea pigs and rabbits. The childminder operates Monday to Friday, from 7.30am to 6.30pm all year round, except for family holidays. The childminder takes the children to parks and places of interest in the local community. She collects children from local pre-schools and schools. There are currently nine children on roll, three of whom are in the early years age range and attend for a variety of sessions. The childminder receives support from the local authority and is a member of the Professional

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Information about the setting

Association for Childcare and Early years.

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

 strengthen already excellent knowledge and skills, for example, by seeking out further opportunities for professional development and training in order to maintain outstanding learning outcomes for children.

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who attend

The childminder provides a calm, nurturing, caring environment where babies and children can thrive and develop to their full potential. She is highly knowledgeable and enthusiastic and provides a rich and stimulating learning environment where children's individuality is recognised and cherished. Consequently, learning outcomes are excellent for children and they make rapid progress in relation to their starting points. For example, children explore a huge sand pit and mud kitchen outside. They investigate materials such as cornflour mixed with cocoa powder and water and other objects that they can associate with topics they are talking about. For instance, following children's interest in holidays, they investigate a treasure basket. This contains a sun hat, flippers, a bucket and spade, a swimsuit and a bottle of pretend sun cream. This means that children successfully make links in their learning. Furthermore, children's learning and development is significantly

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who attend

enhanced because the childminder works with an assistant. Consequently, children benefit from opportunities to play and interact with adults on a one-to-one basis to give them the individual support they need.

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who attend

There is an extremely sharp focus on helping children to acquire communication and language skills and supporting their physical, personal, social and emotional development. As a result, children are exceptionally well prepared for school and their next stage of learning. Children develop their social skills very well. The childminder teaches them to play cooperatively with each other, take turns, share resources, negotiate and problem solve when carrying out activities. The childminder encourages children's communication and language development particularly well. She attentively listens to children and intuitively 'tunes in' to the individual words, facial expressions and gestures they use to communicate. Consequently, babies and young children become extremely confident communicators. The childminder provides children with a wealth of opportunities to develop their large muscle control and coordination. The outdoor space is a haven where

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who attend

children can climb trees, run, balance on stepping stones, take part in obstacle courses and ride wheeled toys. As a result, children's physical development is exceedingly well promoted.

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who attend

The childminder closely observes what children like to do. She responds to their developmental needs by planning the resources, environment and activities to reflect their interests and next steps in their learning. As a result, children are thoroughly engrossed in their play, which keeps them motivated and eager to learn. Each child has an individual learning record. This is maintained to a very high standard and contains observations of significant learning, children's work and photographic evidence of their achievements. Children's learning is positively enhanced because parents are fully involved in their children's learning from the point of entry into the setting. The childminder gathers detailed information from parents to establish what children can do. She builds on this information by completing a baseline assessment to use as a starting point for their future learning and development needs. Parents can access their children's learning records at

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who attend

any time and are provided with a summary of their activities and progress on a regular basis. They are offered many opportunities to contribute to their children's assessment records and share significant experiences, interests and observations of their children's achievements at home. Children are also encouraged to share what they have done at home with the childminder and the other children. The childminder provides suggestions and activities to help parents to continue to support their children's learning and development. For example, she discusses new words and milestones that children have achieved in the setting so that parents can build on children's learning at home. In addition, children enjoy taking the setting bear home, they write in a book where they have been and the activities they have done. This results in extremely strong links between home and the setting and means that partnerships with parents are highly

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

Children share very positive relationships with the highly skilled childminder who is caring and sensitive to each child's individual needs. They are confident and content in the childminder's home and actively seek out her comfort if they are tired or upset. The childminder spends time talking to parents in detail about their children's likes, dislikes and daily routines. She provides a highly effective settling in process to ensure every child feels especially secure. She is always nearby to offer support and encouragement. This results in children being confident to try new things and participate in the high quality resources and exciting activities the setting has to offer. The childminder provides opportunities for children to make choices in their activities but also, very importantly, provides a familiar routine which helps them feel safe and self-assured. The childminder helps children to develop a strong sense of belonging and fosters their self-esteem as she

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

praises them when they achieve a task. Children's artwork is attractively displayed on the walls, which results in every child feeling valued and respected. As a result, children's emotional well-being is extremely well supported.

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

Children learn about positive eating habits through discussions with the childminder about foods that help their bodies grow. The childminder provides children with healthy snacks, such as fruit and raw vegetables and breadsticks and dips. She encourages them to try new tastes and textures, including foods from different cultures. Children's understanding of the importance of a healthy diet is further promoted as they harvest and eat carrots, peas and strawberries that they have grown in the garden. The childminder teaches children how to brush their teeth after meals which promotes their understanding of dental hygiene. She role models excellent hygiene practices, such as wearing aprons when preparing food or changing nappies to reduce the risk of cross-contamination. The childminder ensures that children have daily opportunities for fresh air and exercise. They freely access the garden and visit nearby places of interest, such as nature trails, farms,

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

The childminder ensures children are given every opportunity to develop their independence and self-care skills. For example, she teaches them to be self-sufficient as they manage their own personal care needs in the bathroom. She also encourages them to set and clear away the table at meal and snacktimes. As a result, children gain the skills, abilities and attitudes that prepare them exceptionally well in readiness for school. The childminder has an exceptional knowledge of how to manage behaviour and uses a consistent approach to ensure that children learn the boundaries of appropriate behaviour. She teaches children the house rules, such as being kind to their friends and caring for each other. Consequently, children's behaviour is excellent. The childminder talks to children about 'stranger danger' and teaches them road safety rules when out walking. She gathers them together before they go on visits to reinforce their understanding of the

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

safety rules. For example, she talks to children about staying within her sight and hearing. She demonstrates this by moving away from the group and asking them if they can still see and hear her. The childminder gently reminds children about safety in the house, such as walking indoors and tidying up resources so that they do not trip over them. She helps children to learn to take controlled risks by teaching them how to climb the steps to the slide safely and negotiate steps in and out of the house. As a result, children gain independence and develop a 'can do' attitude towards tasks that at first they find difficult. In addition, they gain an excellent understanding of how to keep themselves safe and their physical and emotional well-being is exceptionally well promoted.

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provision

The childminder gives safeguarding very high priority and is fully aware of her roles and responsibilities to ensure children are protected from harm. Extremely thorough safeguarding policies and procedures are shared with parents and underpin the excellent practice. The childminder has an expert knowledge of the signs and symptoms of abuse and neglect and what to do and who to contact in the event of a child protection concern. Accurately maintained records also ensure children's welfare is meticulously protected. Security systems, such as locked doors and the vigilant vetting of visitors, including signing in and out sheets, ensure that children are kept safe from unwanted intruders. Comprehensive risk assessments are completed to the highest standard and include all areas of the premises, activities and outings, to ensure children's safety remains paramount. As a result, children's safety and well-being is exceptionally well promoted.

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provision

The childminder demonstrates an excellent understanding of how to facilitate children's development through her comprehensive knowledge of the Early Years Foundation Stage. Consequently, children's progress towards the early learning goals is significantly enhanced. Systems for monitoring educational programmes, individual planning and assessment are robust, so that children receive a rich and varied learning experience based on their individual developmental needs. This also means that the childminder can implement early interventions to support children's learning, including the involvement of other agencies and professionals if necessary. Therefore, all children make rapid progress in their learning, no child is disadvantaged and the achievement gap is narrowing. The childminder carries out one-to-one supervisions with the assistant to monitor her performance and support her practice through coaching and mentoring. Furthermore, they

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provision

carry out peer observations which means they are able to learn from each other through honest and critical reflection. This has a significant impact on ensuring that the setting provides a service that is of a consistently high standard. Self-evaluation is well documented and highlights the strong emphasis on maintaining high levels of achievement for all children. The childminder is totally dedicated to her work with the children and consistently strives to provide them with the best possible care and education. Strengths and areas for development are clearly identified and targeted plans are in place to secure continuous improvement. Children and parents are involved in the self-evaluation process through questionnaires and discussions. Their views are actively listened to and ideas and suggestions are implemented. For example, she facilitates a meeting with children every six weeks so that they have the opportunity to air their views. They talk about what they

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provision

like to do, discuss any concerns and suggest ideas about activities they would like to do in the future. The childminder is proactive in identifying her own professional development needs and is keen to undertake additional qualifications and training to enhance her knowledge and skills even further.

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provision

The childminder establishes outstanding relationships with parents, other providers and external agencies. Consistent communication sharing and strong links with the local school help ensure that children are supported exceedingly well as they move on to the next stage in their learning. Parents are provided with a comprehensive range of information about the service. For example, they have their own notice board; receive an extensive induction pack and access clear policies and procedures. Parents are highly complimentary about the childminder and the service she provides. They state that their children thoroughly enjoy their time with the childminder and know they are happy because they are reluctant to leave when they are collected. Parents are a thrilled with the rapid progress children make. They are very appreciative of the information they receive, regarding the activities that children have participated in during the day.

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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 EY473116 Local authority Tameside Inspection number 953133 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 9

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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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