Childminder in Stockport

Inspection date

Previous inspection date 14/08/2014 Not Applicable

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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

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This provision is good

 The childminder has a secure knowledge and understanding of the Early Years Foundation Stage and provides educational programmes that are interesting and challenging and meet the individual needs of the children.  The childminder develops strong relationships with children and their families through a sensitive approach to settling them into her setting. As a result, the children are very settled, happy and are developing good levels of independence.  Partnerships with parents, schools and other agencies are strong. As a result, the children benefit from continuity of learning as they move between settings. Parents are kept well-informed about their children's time at this 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.

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This provision is good

 The childminder frequently 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

 Systems for supporting parents to promote learning at home are in their infancy. As a result, some parents are not yet being fully supported on how to guide their child's learning at home effectively.

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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 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 and adults coming in to contact with the children, the childminders self-evaluation and improvement plan.  The inspector took account of the views of the parents.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged seven and 10 years in a house in Offerton, Stockport. The whole of the ground floor, the toilet on the first floor and the rear garden are used for childminding. The family has a dog, cat and two guinea pigs as pets. The childminder attends toddler groups and activities at the local library. She visits the shops and park on a regular basis. She collects children from the local schools and pre-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. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 strengthen systems for supporting parents with guiding and consolidating their child's learning at home.

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who attend

The childminder's quality of teaching is strong. She demonstrates a good understanding of the learning and development requirements of the Early Years Foundation Stage. She is a knowledgeable and enthusiastic practitioner. For example, the childminder has developed a comprehensive system for accurately assessing and monitoring children's progress. She observes children to continually assess what they are able to do and uses this information to plan effectively for their next steps in learning. The childminder plans activities throughout the seven areas of learning, which are age appropriate and include the likes and interests of the children. For example, the older children enjoy the opportunity to do some baking. The childminder supports them by giving instructions when required and encourages them to think for themselves by asking skilful questions. The indoor and outdoor environment, throughout this setting, is stimulating, exciting and organised well

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who attend

by linking effectively to all the areas of learning and development. There is a range of resources which are accessible to all children, enabling them to independently select what they want to play with. The childminder supports the children during their play by offering support and guidance through sensitive interventions. The childminder talks to babies regularly and uses repetition so they become familiar with words. She also gives an explanation of what is going to happen next, which provides the babies with further opportunities to develop their language. As a result, the children in this setting are making good progress towards the early learning outcomes and are well prepared for their next stage in learning.

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who attend

The childminder knows the children very well in this friendly setting. She takes responsibility for maintaining a development file for each child. These are kept to a good standard and contain observations of the children throughout their time with her. The childminder effectively links the areas of learning and development to the appropriate next steps for each child and accounts for these in her planning. When children achieve their next steps the childminder follows up with further observations and raises new ones, which help to ensure that children make consistently good progress in their learning and development. Consequently, children are working comfortably within the typical range of development expected for their age. There is a good balance between child-initiated and adult-led activities. For example, the childminder organises a sensory activity for the younger children. She provides them with a treasure basket containing a variety of

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who attend

different materials. The children enjoy exploring the different textures and using all their senses. For example, touch, as they experiment with different brushes, and their sight and hearing as they play with the sensory bottles. The childminder has high expectations for all children based on accurate initial assessments, which are gathered on entry and agreed with parents. These are used effectively to get to know the children's interests and learning styles. As a result, the childminder is planning activities which are suitably challenging and immediately meet the individual needs of each child. The childminder tracks 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 older children have ample opportunities to play outdoors and enjoy

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who attend

making up dance routines and practising these, while the younger children have lots of opportunities to move around the setting in different ways, such as crawling.

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who attend

The childminder has developed strong partnerships with the early years team in the local pre-school and primary school. Some of the children attending the childminder's 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, the childminder is able to provide continuity of learning. The childminder has established effective partnership arrangements with the 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. However, the chilmdinder does not provide parents with the maximum support possible to help them continue their child's learning at home. Parents express that they are happy with this setting and the care and learning experiences which the

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

There is an effective settling-in process in place. New parents and children are invited to the childminder's setting for various visits over different times of the day. 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. The childminder ensures that children are making strong attachments and bonds with her and that their emotional well-being is consistently supported. Parents complete a registration form and an 'All about me' 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. The childminder provides children with explanations about routines by continuously talking to them about what is going to happen next. These

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

explanations help the children to understand the routines and reduces potential distress, in particular while she is carrying out personal care for the babies. The childminder accompanies children on visits to primary school, if required, to support the children's move from her setting to school. She uses these visits as a talking point and regularly discusses the children's fears and anxieties about school to ensure they are emotionally well prepared for the move. Children enjoy the opportunity to attend toddler groups, singing groups and story time at the local library. Therefore, they are developing relationships with other groups of children. The childminder provides the children with lots of opportunities to visit the local community and further afield, such as visits to pet shop and the airport, which are planned in response to the children's interests.

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

The childminder helps children to learn about safety and how to be responsible. For example, she teaches the children about road safety on their walk or drive to and from school. She carries out regular risk assessments and daily checks of the premises and equipment. She includes the older children by encouraging them to take part in these to ensure they understand and are able to identify hazards. 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-

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

control. The childminder supports children's emotional well-being through regular discussions about feelings and emotions, in particular, for younger children who are beginning to become aware of their own feelings and those of others. Children are learning to follow routines as they are encouraged to tidy up after activities and before snack and mealtimes.

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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 when appropriate. For example, the childminder encourages the older children to go to the toilet independently and wash their own hands thoroughly. 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 mealtimes and to understand why this is important. The children's independence is further promoted as they are encouraged to learn how to climb the stairs confidently, which also helps them to learn how to manage risk. Children are supported well with developing their understanding of leading a healthy lifestyle. For example, the children take an active part in preparing their own snack, which is a selection of fruit that they have chosen to make a fruit salad. The

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

childminder supervises this activity, however, allows the children to cut their own fruit in a safe manner. The children bring their own packed lunch or food from home for mealtimes. The childminder supports parents by advising on healthy and nutritious foods which the children should be eating. The childminder sits with the children during mealtimes and uses this time to talk to the children about the different foods they are eating, which helps children develop a good understanding of how to make healthy choices. Children's physical health and well-being is promoted effectively as they 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 demonstrates a good knowledge and understanding of her responsibilities to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. This is because she attends regular training to help her implement robust policies and procedures for keeping children safe. The childminder understands her responsibilities to safeguard children. For example, she demonstrates her knowledge of the procedures to follow should she have a concern about a child's welfare. The childminder has a current certificate in first aid, in order for her to deal with any minor illness or injury. She maintains records of accidents, illnesses and attendance and offers information for emergency services to contact parents, should an emergency situation occur. She ensures all doors are securely locked and that all visitors sign a visitors' book. Comprehensive risk assessments, including those for outings and her pets, and daily checks of the safety

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provision

measures that have been put in place are carried out, which ensures that children continue to be well protected within a safe and secure environment. Children are constantly well supervised to ensure they remain safe. Appropriate checks are carried out on all adults associated with the childminder.

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provision

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 a training plan in place, which supports her to continuously improve her professional practice. The childminder frequently reflects on her practice and provision. She regularly sets targets for improvement and strives to achieve these to ensure that the setting is continuously improving. For example, she has recently carried out a toy audit to ensure that all her resources are being used effectively. She has reduced the volume of resources, which has encouraged children to play more productively and has made the resources more accessible to the children, which enables children to make self-initiated choices. The childminder works closely with another local childminder. They share good practice and knowledge gained from attending training courses and networking. As a

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provision

result, the childminder is striving to improve achievement for all children.

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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 arrangements in place 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. 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 EY432030 Local authority Stockport Inspection number 767941 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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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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