Childminder in Tameside

Inspection date

Previous inspection date 01/07/2014 Not Applicable

p.1

early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

p.1

This provision is good

 The quality of teaching is good because the childminder is aware of how young children learn and develop. She plans activities that are purposeful and developmentally appropriate in both the indoor and outdoor environments, and on outings.  The childminder effectively supports children's personal social and emotional development through her role modelling and positive behaviour management strategies. She is caring and skilled in helping children to form secure attachments.  The childminder has a good understanding of the safeguarding and welfare requirements. This ensures children are kept safe and their well-being is effectively promoted.  The childminder establishes positive partnerships with parents, and as a result they work together to support children's individual needs and promote their development.

p.1

It is not yet outstanding because

 There is scope to extend the range of role-play resources to further enhance children's opportunity to act out their life experiences and help them make sense of the world through play.  There is scope to improve the already good questioning used by the childminder to support and extend children's learning and development. On occasion, the she does not give children sufficient time to think about and answer the questions she asks.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities in the designated indoor and outdoor play areas and viewed the resources and equipment available to the children.

p.2

Inspection activities

 The inspector spoke with the childminder at appropriate times during the inspection and conducted a joint observation with the childminder.

p.2

Inspection activities

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

p.2

Inspection activities

 The inspector looked at a selection of documents, including children's records, policies and procedures.

p.2

Inspection activities

 The inspector took account of the views of parents spoken to on the day of the inspection and their written comments.

p.2

Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and children aged 10 months, three and five years in Gee Cross, Cheshire. The whole of the ground floor and rear garden are used for childminding. The childminder collects children from the local schools. There are currently three children on roll, all of whom are in the early years age range and attend for a variety of sessions. The childminder operates all year round from 7am to 5.30pm, Monday to Friday, except Bank Holidays and family holidays.

p.3

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

 extend the range of resources available for children to use in their role-play activities, to further increase their opportunities to act out their experiences and to help them make sense of the world around them

p.3

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

 strengthen the already good use of questioning to support and extend children learning by making sure children are given time to think and respond before answering for them.

p.3

who attend

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She provides a wide range of resources and stimulating activities to effectively support children's learning. The organisation of the play resources and books results in children, from a young age, confidently making independent choices in their play. The childminder uses a mixture of child-initiated and adult-led activities to support children's progress and to help them acquire the skills, attitudes and dispositions they need to be ready for school. She compiles individual children's record of learning. The childminder fully acknowledges parents as the children's first educators. She considers it essential that they contribute to their children's record of learning to enable her to accurately assess their stage of development and to effectively plan to support their progress. In partnership with parents, she establishes the children's

p.3

who attend

stage of development and their starting points. This informs the initial planning. The childminder completes ongoing observations on children to assess their progress and to plan the next steps in their learning and development. She uses child development publications to track children's progress and to make sure there are no gaps in their learning and development. The learning records show children are making good progress in relation to their starting points. The childminder undertakes the required progress check for children between the ages of two and three years. This assessment covers the seven areas of learning and gives parents guidance to continue learning at home. Children are able to take resources home from the setting to further enhance continuity in their learning.

p.3

who attend

The organisation of the playroom provides plenty of clear floor space for children to enjoy playing. Resources are stored within easy reach so that children can self-select activities and initiate their own ideas. The childminder values outdoor learning and knows that for some children this is the preferred learning area. Children confidently explore a well- presented and stimulating outdoor learning environment. They happily play on the low- level slide and discover how they can climb under, over and through the spacing in the frame attached to the slide. The children are growing vegetables. The childminder displays photographs attached to the vegetable pots showing the growing process from seed. These are used to prompt children to recall the activity and to be able to see how much the seeds have grown. The younger children enjoy touching and feeling the different textures of the plants' leaves. Children's communication and language skills are well

p.4

who attend

promoted by the childminder. She talks very clearly at all times and repeats words to children so they hear the correct pronunciation. She provides children with lots of opportunities to use language for communication. She asks open questions to encourage children to respond verbally. However, on occasion she does not give children sufficient time to think and answer. In the outdoor den, children choose a story to be read from a well-displayed collection of favourite books.

p.4

who attend

The childminder's involvement in children's play enhances their learning through her teaching and guidance. She responds to the children's request to play with water in the trough. They use a range of resources to fill and empty containers. The childminder uses mathematical language, such as 'bigger' and 'smaller', and counts as she positively interacts with children. She introduces further resources including a water wheel to increase the level of challenge in the children's play. She shows the children how the water makes the wheel turn around. They show perseverance and develop their physical coordination as they complete the task themselves. The children are given a lot of praise for their achievements and smile with delight at their success. Children have many opportunities to be creative using a range of resources. They explore the large quantity of play dough which is home made by the childminder. They enjoy the sensation of

p.4

who attend

squeezing it and express their delight as they notice the marks they are making using different utensils. Children have many opportunities to be creative and express their own ideas, for example, through using paints, craft materials and constructing models. However, there is scope to improve the range of role-play resources to further enhance opportunities to support the children's imaginative play and to act out events they have observed or experienced in real life.

p.4

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

Children develop secure attachments with the childminder, which provide a strong foundation for their general well-being and future learning. The caring and supportive environment ensures children feel valued and promotes their self-confidence. Good settling-in procedures are tailored to each child's needs to help them feel comfortable and familiar within the childminder's provision. During the setting in visits, prior to care starting, information is gathered from parents about their child to ensure all children's needs are known and effectively met.

p.4

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

The childminder is a positive role model for children's behaviour. She is calm and courteous and her behaviour management strategies effectively help children to understand her expectations. The childminder teaches children about acceptable behaviour. For example, her involvement in the children's play effectively guides them to share and take turns. The childminder nurtures children's confidence by praising them and complimenting them on how clever they are when they try hard or achieve. She provides opportunities for children to play with a larger group of children through attending activities at the toddler groups and the library. Consequently, children are making relationships and developing their social skills in preparation for later transitions into nursery or school. The childminder has a wide range of resources to offer age-appropriate opportunities to engage children in learning. She changes the range of play materials set

p.5

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

out to match children's interest and to offer greater challenges in their play. These include resources which reflect positive images of the diversity of society to help children to identify and respect people's differences.

p.5

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

The childminder supports children's understanding of living a healthy lifestyle. Children are offered healthy food options ensuring fruit is incorporated into their daily diet. The childminder introduces children to different food tastes and food textures to extend their interest in healthy eating. Currently, this is being further enhanced by the children eating the vegetables they have grown at the childminder's provision. Parents written comments refer to the range of foods the childminder provides to encourage children to enjoy a healthy diet. The childminder teaches children to develop their self-care skills, for example, to independently dress themselves and wash their hands at appropriate times. A foot stool is positioned in the toilet facilities, to assist younger children to reach the taps, to wash their hands independently. Routines and planned activities encourage children to enjoy being physically active. Children have good opportunities to enjoy exercise, develop

p.5

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

their physical skills and play in the fresh air. Children develop their awareness of how to manage their own safety around the setting and while out and about. For example, the childminder asks them to put away some toys so they do not trip over and hurt themselves and she supports their understanding about road safety when out. Children practise the fire evacuation procedure to develop their understanding of the procedure to follow in an emergency.

p.5

provision

The childminder meets the safeguarding and welfare requirements and the learning and development requirements of the Early Years Foundation Stage. Children are effectively safeguarded and protected. The childminder has a good understanding of safeguarding and child protection procedures. She has written safeguarding policy and procedures, which she shares with parents to make them aware of her role and responsibility to protect children from harm. The childminder completed additional safeguarding training in 2014 to make sure her knowledge is up to date. She maintains all of the required documents that promote children's well-being and these are shared with parents as and when required. For example, accident records and medication records are signed by parents so they are kept fully informed. The children's record of attendance evidences that the childminder is meeting the child ratios as required. The childminder keeps her home

p.5

provision

safe and secure. She completes thorough risk assessments for all areas children use indoors, outdoors and on outings. Therefore, she minimises any potential risks to children. The childminder maintains a high level of supervision of the children at all times. As a result, children are kept safe and their needs are met. The childminder is in the process of registering to work with an assistant. She is fully aware of her responsibility to ensure the assistant is suitable and competent for their role.

p.6

provision

The childminder monitors the planning and assessment of children's learning to ensure children continue to make good progress towards the early learning goals. She plans purposeful and developmentally appropriate activities, which challenge and engage children effectively in their learning. This includes outings into the community to enhance and broaden children's learning and development. The childminder sets clear boundaries for children's behaviour and manages children's behaviour in a positive way. This contributes to children developing the skills and attitudes required to be ready for their next stages of learning. The childminder is confident that the tracking of children's progress will her help to identify any gaps in children's learning. These concerns would be discussed with parents and planning put in place to ensure that narrowing of the gap is prioritised. This is the child-minder's first inspection since registration. She is fully

p.6

provision

committed to providing children with good quality care and learning opportunities. She evaluates her service and considers her main strengths and areas for improvement. She involves children and parents in this process by asking for their opinion of the service she provides. The childminder is positive about training and identifies specific training in her planning for continuous improvement of her provision.

p.6

provision

The childminder is committed to partnership working to help her meet children's individual needs and to support them in reaching their full potential. The policies and procedures are included in the parents welcome pack to make them aware of her practices and responsibilities. Parents receive good quality information to ensure they are fully informed about their child's care and education. In addition to sharing the children's record of learning there is the daily discussion and daily diaries to promote effective two way communication. Parents express their great satisfaction with the provision. They comment that the childminder supports children's learning and development very well. The childminder is aware of the need to work with other professional agencies and childcare providers if children have shared care at other settings. However, this situation has not yet arisen.

p.6

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

p.6

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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

p.7

Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. The inspection judgement is that the provider does not meet the requirements for registration.

p.7

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.

p.8

Setting details

Unique reference number EY458082 Local authority Tameside Inspection number 979557 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

p.8

Name of provider

Date of previous inspection not applicable

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10