Squires, Suzy Danielle

Inspection date

Previous inspection date 14/08/2014 19/10/2009

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early years provision

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

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This provision is good

 Children are happy, confident and well behaved because the childminder is a good role model. Routines are firmly embedded to ensure children are independent learners and their personal, social and emotional development is well promoted.  Children make good progress in their learning because the childminder plans activities that are interesting and challenge them to develop their skills across all areas. Observations and assessments are accurate and precise and clearly identify the next steps in their learning.  The childminder provides lots of rich opportunities for children to develop good physical and social skills through outdoor play and trips in the local environment.  Children are effectively safeguarded as the childminder is knowledgeable about child protection procedures and risk assessments contribute to assuring children's safety in and out of the home.

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It is not yet outstanding because

 Children are not consistently supported to fully express their ideas during creative activities.  Partnerships with parents are strong. However, there is scope to further develop ways of sharing information with parents and share ideas for children to continue their learning at home.

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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 childminder's house and garden.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector looked at a range of documents including children's observations and assessment records, safeguarding procedures and risk assessments. She also checked evidence of qualifications and suitability of the childminder and other household members.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the observations.  The inspector took into account the views of parents.

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Information about the setting

The childminder was registered in 2008. She is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. She lives in the Whitefield area of Greater Manchester with her husband and two children aged three and six years. The ground floor is used for childminding purposes and there is an enclosed garden to the back of the house. The childminder has a childcare qualification at level 3. She is currently caring for 10 children and of these, four are in the early years age range. The childminder walks to a local school to take and collect children, attends local toddler groups and the library. She operates all year round, all day from Monday to Friday.

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

 enhance opportunities to further support younger children to share their creative ideas to support their growing exploratory skills

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

 build on the already good partnerships with parents to further extend ideas for sharing information and enhance children's further learning at home.

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who attend

Children are happy and interested learners who are working within their expected range of development. They make good progress in their learning and development because the childminder has a secure knowledge and understanding of how children learn. She works closely with parents to identify what children already know and what they can do when they first start. The childminder makes regular observations to evaluate children's progress and clearly identifies children's next steps in learning. These indicate that children are making good progress in all areas of their learning. She ensures children are challenged and motivated, for example, placing familiar objects just out of reach when encouraging young children to crawl. Children enjoy activities because the childminder takes account of their interests as well as their stages of development. The childminder is aware of the requirement to provide parents with a written summary for the progress check for children

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who attend

between the ages of two and three years. The childminder has a strong attachment with the children and she talks knowledgeably about the children she cares for. Teaching is good. The childminder provides a broad range of experiences and activities to meet the needs of different age groups. Older children are encouraged to plan and select their resources to make 'discovery bottles' while younger children were engaged in choosing and placing sequins and pom poms into the bottles, developing their concentration and hand and eye coordination. The childminder supports the activity by playing alongside children, extending their language, using lots of mathematical vocabulary. She poses questions to encourage them to think and solve problems. However, there is scope for the childminder to provide further opportunities for younger children to share their creative ideas to support their growing exploratory skills.

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who attend

The childminder ensures children participate in purposeful play and exploration. She asks children how sensory objects from the treasure basket feel and models language effectively. The youngest children confidently repeat words, such as 'soft' and 'squashy'. She listens to what they say and is sensitive to their needs, praising them as they learn new skills. The childminder enthusiastically talks to children about what they are doing as they play, developing the young children's early language and extending their vocabulary. As a result, children are becoming confident communicators. Regular trips to the library help enhance children's communication and book skills. She provides a stimulating and engaging learning environment with a wealth of resources stored at low level, enabling children to be independent learners. A wealth of good role play equipment and books promote their growing awareness of cultural diversity.

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who attend

The childminder provides a wide range of opportunities to develop children's knowledge about programmable toys and equipment. For example, they use the laptop to type and develop knowledge of letters and sounds. Such positive experiences prepare children well for the next stage of their learning. Children are learning skills, such as developing concentration, listening and taking turns. The childminder spends time with children individually to enhance skills their skills, such as learning to write their names. Parents are well informed of their children's progress through discussion, photographs and written observations. A very informative daily diary gives parents the opportunity to share information with the childminder. However, there is scope to promote an even more effective sharing of information so parents have even more opportunities to support their child's learning at home.

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

The childminder collects detailed information from parents before children start and offers settling-in periods, so she has a clear understanding of children's routines, preferences and abilities. Consequently, children settle quickly and demonstrate warm and caring relationships with her. They show confidence and security as they explore the environment, select resources and ask for help and cuddles when needed. The childminder is kind, gentle and affectionate, enabling each child to feel safe and secure. For example, when young children are tired she ensures they have their special blanket and cuddles them so they relax. The childminder is a good role model, encouraging politeness and respect for each other at all times. She has clear boundaries and expectations in the home and consequently, children's behaviour is good. The childminder calmly reminds children how to behave when any unwanted behaviour is displayed and

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

she praises children for achievements and positive behaviour, which promotes their self- esteem and confidence. Children are encouraged to share toys and take turns, which means they learn to play together and are considerate towards each other. The childminder ensures that children are prepared both practically and emotionally in their transition to school by helping children develop their self-care skills. For example she ensures they can dress and undress independently and manage their personal hygiene. She introduces children to the teachers and shows children where they will play when she takes the older children to school.

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

The childminder provides a bright, well organised environment with a wide range of resources that support children to become engaged and motivated. She values outdoor play and children have good opportunities to freely access the well-resourced garden area, in a range of weather conditions. This provides them with rich opportunities to develop effective physical skills, such as climbing, running and throwing and catching different sized balls. The childminder also extends their development of how exercise fits into a healthy lifestyle through daily trips to the park where they learn about keeping safe by carefully using more challenging equipment, such as large climbing equipment. Other outdoor experiences include trips to museums, the local fire station and the farm, where children get to meet and feed a range of baby animals. This gives children opportunities to develop their social skills and learn about the natural environment. Children are aware of

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

staying safe as the childminder makes good use of these trips to talk about many aspects of safety, such as road safety.

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

Snacks and meals are well planned to be varied and balanced, offering a good choice of vegetables, salad, fruit or yoghurt at lunch. Children talk about salads being 'good for you'. Children are encouraged to be independent, sitting at the dining table, with older children pouring drinks of water and the youngest children feeding themselves with cutlery. Routines that promote children's self-help skills are firmly embedded as children tidy away toys and wash their hands prior to meals. For example, a younger child tells the older children 'dintime, dintime, hands' when the childminder prepares lunch.

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provision

The childminder has a secure understanding of safeguarding procedures and how to keep children safe from harm. She has a good knowledge of the signs of abuse or neglect and how to protect children and knows the action to take in the event of a concern. Effective safety measures are in place, such as the use of safety gates to prevent access to parts of the kitchen. The childminder follows clear procedures and maintains accurate records to keep children safe and supported. This includes robust daily safety checks on equipment, toys and regular reviews of general risk within her home, on outings and fire risk assessments. As a result, children are well cared for in a safe and secure environment.

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provision

The childminder demonstrates a strong drive to develop her practice. She is aware of her strengths and areas for development and has ideas on how to implement these changes, demonstrating a strong commitment to improving her service. For example, she regularly attends local childminding meetings to share ideas and expertise. Since the last inspection, the childminder has made good progress in addressing the actions raised. She now reflects on her practice in order to enhance her provision, taking into account the views of parents and children. She has also increased her range of sensory resources and activities for babies so they develop their investigation skills. The childminder has attended training on the revised Early Years Foundation Stage and now identifies children's starting points. She evaluates and plans the next steps of learning towards the Early Learning Goals effectively. Through regular monitoring of the children's assessment records she has a

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provision

good understanding of children's progress. Any gaps in learning are identified swiftly and planned for appropriately, taking into account children's individual needs.

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provision

The partnership between parents is strong. Information is shared effectively as children start at the childminder's setting. She talks to parents daily, completes a daily diary, and regularly shares the children's learning journeys, ensuring that parents are well informed about the progress and development that they make. Parents have written positive comments about the quality of care that their children receive and how much they value the service. For example, a parent comments on how confident her daughter has become since starting with the childminder. The childminder develops good relationships with the local school and there is a two-way flow of information to support children's learning. She is aware of the support available by other professionals, such as the local children's centre, should she need it.

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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 EY377214 Local authority Bury Inspection number 878745 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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