Childminder in TamesideOfsted inspection, 12 Aug 2014

Inspection date

Previous inspection date 12/08/2014 06/10/2009

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early years provision

This inspection: 3 Previous inspection: 3 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

 Children are settled in the childminder's care. This is because she is warm and approachable, and provides fun experiences that she knows children will enjoy.  The childminder has put in place effective systems, which mean she works successfully in partnership with parents.

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It is not yet good because

 The childminder does not evaluate her assessments of children's progress effectively, in order to ensure that all children make good progress.  Children are not always given sufficient opportunities to develop their critical thinking and problem solving skills.  The self-evaluation system is not sufficiently robust to identify all of the strengths and weaknesses of the provision and there are no plans in place to drive ongoing improvement.

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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 discussed the provision with the childminder.

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Inspection activities

 The inspector sampled a selection of documents, including organisational documents, risk assessments and the safeguarding policy.

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Inspection activities

 The inspector observed children's activities and their interaction with the childminder.  The inspector checked evidence of the suitability of the childminder.  The inspector conducted a joint observation with the childminder.

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Information about the setting

The childminder was registered in 2006 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and child aged ten years, in a house in Droylsden area of Manchester. The whole of the ground floor, the bathroom on the first floor and the rear garden are used for childminding. The family has a pet dog. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools. There are currently five children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 6.30pm, Monday to Friday, except bank holidays and family holidays.

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must:

 ensure that children's progress is evaluated effectively, in order to identify where progress is less than expected and to make sure that all children make good progress.

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

 provide further opportunities for children to develop their critical thinking and problem solving skills, for example, by using a wider range of open questions

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

 build on the process for self-evaluation to consistently identify the strengths and weaknesses of the provision, and implement a robust action plan, in order to drive ongoing improvement.

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who attend

The childminder has a generally appropriate knowledge of the learning and development requirements of the Early Years Foundation Stage. Children's communication skills are supported appropriately because the childminder talks to children consistently during activities and routines. She also encourages them to investigate the paint freely with their hands, in addition to using tools, such as paintbrushes. This helps children learn about textures and enables them to express themselves creatively. Children enjoy the activity and are mostly able to freely explore their ideas. Children generally learn about numbers and counting. This is because the childminder encourages counting in activities and routines. However, children are not well supported to think critically, or to solve problems for themselves. For example, the childminder does not use open questioning to encourage children to consider the variety of options available to them, as they try to work out how

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who attend

to build a ramp with the construction bricks.

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who attend

The observations and assessment of children are used reasonably well to plan for children's next steps in learning across the seven areas. For example, the childminder can explain suitably where children are at with their learning and she is starting to implement a system to track their progress. However, she does not regularly evaluate the progress children make, to ensure that there are no emerging gaps in their learning. Therefore, children do not currently receive the best opportunities possible and therefore their progress towards the early learning goals is not consistently good. Consequently, the provision for teaching and learning requires improvement. The childminder mostly follows children's lead and plays well with them, generally supporting them to learn new vocabulary. She plays alongside them as they make tea in the toy kitchen, reinforcing the vocabulary of the objects they use. She follows their lead as they play. For example, when

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who attend

children dress up as a dragon, she encourages them all to find out about dragons, through looking at a book together. She generally holds their attention well as she reads the story to them in a very expressive way.

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who attend

Children's physical development is appropriately supported. For example, the childminder organises the outdoor area suitably to ensure that children can play freely and explore different surfaces, dig in the sand and climb. They enjoy finding caterpillars in the garden and talk about how they look. Children develop their fine motor skills, while they enjoy playing in sand and water. The childminder develops appropriate relationships with parents, to support children. For example, she gathers information verbally from them when children first start at the setting, such as what they like to play with and what they know and can do. The childminder liaises with them about what their expectations are with regard to learning and she shares what she observes about children with them. The childminder has an appropriate knowledge of the purpose of carrying out the progress check for children between the ages of two and three years and has suitable

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who attend

arrangements in place to undertake this when the need arises.

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

There is a relaxed and happy atmosphere in the childminder's home. Children have sufficient space to play and rest. Children's individual care needs and routines are satisfactorily addressed because the childminder maintains regular discussions with their parents. She asks about children's dietary needs, home routines and health-care routines before they start. Additionally, she observes and listens to the children, and this helps her to identify their individual personalities and preferences. Flexible settling-in sessions are offered for children new to the provision and their move into the childminder's care is managed sensitively. As a result, children appear settled and happily go to the childminder for comfort, reassurance and support. The childminder generally supports children's developing independence effectively during daily activities and routines. For example, children are encouraged to help with tasks, such as chopping fruit at mealtimes. The

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

childminder teaches children to share toys and explains the reason why this should happen. This helps them to learn to manage their feelings and to behave well. Children's positive behaviour is also supported because the childminder praises them frequently during the day, for example, she notices their achievements as they try new food at mealtimes, and offers appropriate praise. The childminder models good manners and consequently, the children are very polite to each other.

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

The childminder promotes healthy lifestyles successfully because she ensures that children have lots of opportunity to play outside. For example, children go on outings, such as to parks, where they use large play apparatus. They enjoy swimming, and climb confidently while playing in the garden. The childminder actively joins in with physical games like playing football. Children develop a good understanding of the importance of eating healthy foods. This is because the childminder gives them healthy food choices, such as a range of fruit at snack time, and healthy lunches. The childminder talks to children about the importance of healthy foods as they eat. The childminder encourages them to wash their hands and she talks to them about why keeping their hands clean is important.

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

Children learn about risks and how to manage them. For example, the childminder teaches them to climb steps carefully outside and she talks about why they carry out emergency evacuation drills. Regular trips to the park, allow them to play on larger equipment and take appropriate risks. Children are well supported emotionally for the move to other settings. The childminder goes with them to visit the new school and talks to children about the move. They read stories together about starting school, so children feel happy and confident when the time comes to move on.

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provision

The childminder has a sound understanding of how to safeguard children. She has recently updated her knowledge by attending training. She is able to identify possible signs of abuse or neglect and knows who to contact should she have concerns. The childminder ensures children are supervised and carries out checks on the environment to identify potential hazards. Risk assessments for her home and for any outings undertaken are completed to further ensure the environment is safe. The childminder has a current, paediatric first-aid certificate and is able to manage any minor accidents or injuries effectively. As a result, children are protected from harm.

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provision

The childminder has a satisfactory overview of the learning and development requirements of the Early Years Foundation Stage. However, as she has not yet developed a system to ensure that there are no emerging gaps in the children's learning, she is unable to ensure children always make good progress. Since her last inspection, the childminder has ensured that her records are up to date. For example, risk assessments and her first-aid certificate are now in place. The childminder has identified some aspects of her practice that she wishes to improve. However, the self-evaluation arrangements are not robust enough to ensure that all strengths and weaknesses are identified, and there is no plan in place to drive ongoing improvement overall. Partnerships with parents are generally effective. The childminder talks with them regularly to ensure that children's care and learning needs are suitably supported. She

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provision

provides them with a varied range of information to keep them informed about how the provision operates to support their children. The childminder is aware of the requirement to form relationships with other early years providers when children attend more than one setting. She understands the value of working with other professionals to ensure that children receive the intervention and support they need, in order to reach their full potential.

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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. 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

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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.

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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 EY319428 Local authority Tameside Inspection number 905272 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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