Simpson, Victoria

Inspection date

Previous inspection date 15/08/2014 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 demonstrates a good understanding of children's starting points, interests and individual needs. She uses this knowledge well within her teaching to plan appropriate and stimulating activities to promote their development in all areas of learning.  Children are safeguarded well. This is because the childminder has a good understanding of her role and responsibility to protect children. She provides a safe and secure home supported by risk assessments that are carried out to minimise any potential hazards to children.  The childminder effectively encourages children to be independent. This promotes their confidence and self-esteem and means they develop good self-care skills.  The childminder has developed positive and supportive partnerships with parents, which enhances consistency in children's learning and well-being.

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It is not yet outstanding because

 An extended range of resources to further extend children's understanding of diversity and understanding of the world is not always provided.  Children are not always able to independently access resources to develop their early writing skills.

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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 spoke with the childminder and children at appropriate times throughout the inspection and observed play, teaching and learning opportunities inside and outside.

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Inspection activities

 The inspector looked at a selection of documentation, including children's information, risk assessments, certificates, policies and procedures and suitability checks.

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Inspection activities

 The inspector reviewed written comments from parents and took account of their views of the service provided by the childminder.

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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 child aged three years in a house in Middleton. The whole of the ground floor, two bedrooms on the first floor, and a secure back garden are used for childminding. The childminder attends toddler groups and activities at the local Surestart children's centre. She visits the park, shops and library on a regular basis. There are currently eight children on roll, two of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6.30pm, Monday to Friday, except bank holidays and personal holidays.

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

 extend resources in regard to diversity and equality, in order that children develop a wider understanding of the world they live in

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

 enhance children's opportunities to freely practice their early writing skills by providing more resources which children can access independently.

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who attend

The childminder has a good knowledge of the Early Years Foundations Stage and she understands how children learn. As a result, she provides them with a range of planned and freely chosen play experiences across the seven areas of learning. Consequently, children make good progress in their learning and development. The childminder knows the children in her care well. Clear observations of children's learning are recorded in their learning journals, which the childminder uses to track children's progress. This enables the childminder to identify children's next steps. As a result, she is able to plan a range of appropriately stimulating activities that support children to make good progress towards the early learning goals, which supports their future learning.

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who attend

A dinosaur hunt is used to support children in learning different facts about dinosaurs, as well as developing counting skills by counting the number of spikes they have. Children's early writing is encouraged by recording their findings and sending them off to 'headquarters', which supports children in writing for a purpose. However, children are not always able to freely access a wide range of resources and materials, in order to initiate and practise their early writing skills. Speaking and listening skills are promoted well. The childminder is a good role model and models good listening during activities. Children enjoy listening to the sounds they can hear in the garden and identifying what they can be. The childminder supports the language acquisition of young children well by praising the child when they attempt a word and remodelling the word so that children hear the correct pronunciation. As a result, children feel secure in attempting new words. Children

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who attend

learn through active play and exploration, both inside and outdoors. The childminder supports the children to extend their own learning through following their own ideas, which helps children to develop independence and build their self-esteem. The childminder uses appropriate teaching strategies to then extend the child's chosen activity to further their learning and development. She uses good questioning skills to support children to develop critical thinking skills and solve problems themselves.

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who attend

The childminder has good relationships with parents. She encourages them to share information about their child's learning when they start at her setting and in their daily discussions together. The childminder keeps parents informed during the day through the use of a secure online program, which allows her to send pictures and short videos of their children. Parents contribute to their child's learning journal and to the childminders knowledge of their child's development by sharing 'star observations' of things they have seen their child doing at home. Play is then planned around the child's interests and needs. The childminder shares information about children's progress with parents on a daily basis, through discussion and daily diaries. She has regular meetings with parents to look at the children's learning journals and discuss their child's learning. Consequently, parents are kept informed about the progress their child is making.

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

Children develop secure emotional attachments with the childminder and this is evident when children freely cuddle her during their play and seek comfort from her when they are upset. These relationships are enhanced through the childminder's clear settling-in procedure, which is guided by parents and children's individual needs. Children and parents visit the childminder's home prior to starting at the setting to support the child in becoming familiar with the environment. This is also an opportunity for parents to share information with the childminder about their child's care needs and learning so far. As a result, the childminder has a good understanding of individual children's needs and plans activities based around children's interests. Consequently, children are happy, confident and settled in the childminder's care.

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

The childminder provides a welcoming, calm and child-friendly environment. Toys and resources are stored within reach and children are encouraged to make choices about their play. The childminder promotes children's independence skills by encouraging them to become involved in everyday routines and putting on their own shoes. Regular routines, such as hand washing before meals and after using the toilet, provide children with good opportunities to develop self-care skills. Children have daily access to the outdoors by playing in the garden or on various walks in the local community and parks. This helps to support them in understanding the benefits of regular exercise. The childminder uses everyday opportunities for children to learn about risks in the environment and to support them to understand dangers themselves during their play. For example, she encourages children to identify why only one person is allowed on the trampoline at any given time

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

and the reasons why it is good to wear a helmet when riding a bike. As a result, children are developing an understanding of keeping themselves safe. Consequently, the childminder provides the space and freedom for children to explore while being kept safe through her supervision and support.

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

Children's behaviour is good because the childminder takes a consistent approach in her expectations regarding how children behave. She rewards good behaviour with positive comments and explains to children why certain behaviour is inappropriate dependent upon the age and stage of the children. The childminder enhances children's confidence and self-esteem by praising the children when they try hard or achieve. Children have a good sense of belonging in the setting, as some of there work is displayed on the wall and they all have their own hand towels on named pegs. Children have, generally, good opportunities to develop an understanding of equality and diversity through activities accessed through local children's centres and through discussions with other children. However, there are fewer resources available in the childminder's home to further support children's understanding of the diverse culture in which they live. The overall atmosphere

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

is one of calm, so children are happy and focused during child-initiated and adult-led play. The childminder supports children to socialise with other children by attending regular sessions at different groups. As a result, children are gaining skills, which will support them in the transition to school.

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provision

Children are effectively protected from harm as the childminder demonstrates a secure knowledge of her responsibilities with regards to safeguarding children. She has attended relevant courses to support her understanding of child protection and support her in identifying signs of abuse. Children remain safe and secure in the childminder's care, as she conducts thorough risk assessments of her home and outings. Appropriate records regarding accidents are also kept and parents are informed. A comprehensive range of policies and procedures, which all parents are given copies of, meet all welfare requirements to support the safe and efficient management of the setting.

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provision

The childminder has identified strengths and weaknesses through self-evaluation procedures, which provide opportunities for her to review and evaluate her provision on a regular basis. As a result of her self-evaluation, the childminder has identified that she would like to further develop her knowledge by gaining a childcare qualification at level three. She involves parents and children in her evaluation. The childminder seeks parents input through questionnaires and daily discussions and by assessing children's enjoyment and learning in the activities and resources that she provides. The childminder also seeks support and advice from the local authority and acts upon their recommendations. As a result, the childminder is always reflecting upon her practise and the changes she could implement to support the children who attend her setting.

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provision

The childminder has a good knowledge and understanding of how to monitor children's learning and development. She consistently uses guidance documents to inform her assessments. This results in children's development being closely monitored and, as a result, they make good progress. The childminder has positive relationships with parents of the children she cares for and parents are very complimentary about the childminder. The childminder communicates with parents on a daily basis and shares information about the children's day, as well as having regular opportunities to share children's learning and development. As a result, parents are aware of how their child is progressing in their learning and development. At present the childminder does not care for children who attend another setting. However, through discussion, the childminder demonstrates an understanding of the importance of building partnerships and links with other settings

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provision

when the time comes, to support children's transition and future 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 EY438392 Local authority Rochdale Inspection number 798006 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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