Childminder in Rochdale

Inspection date

Previous inspection date 19/08/2014 25/02/2010

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early years provision

This inspection: 3 Previous inspection: 1 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

 Parents are welcomed to the setting and encouraged to provide information about their children's starting points on entry.  Children who are new to the setting soon settle to the new environment and they form secure attachments with the childminder, who knows individual children well.  The childminder focuses on helping children to acquire communication and language skills, and supporting their physical, personal, social and emotional development, to ensure they are equipped with the skills they need for future learning.  The childminder provides a stimulating environment where children enjoy a wide range of indoor and outdoor play activities and learning experiences.  The childminder's knowledge and understanding of child protection issues is sound and appropriately promotes the safeguarding arrangements.

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It is not yet good because

 The childminder's practice is variable in relation to meeting the welfare requirements of the Early Years Foundation Stage and on occasion children's overall safety is compromised.  The childminder has not built on existing performance management strategies, to ensure all welfare requirements are consistently met.

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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 looked at the premises in relation to health and safety.

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Inspection activities

 The inspector observed the childminder's practices and her engagement with children throughout the inspection.

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Inspection activities

 Children's activities were discussed with the childminder in relation to teaching and learning.

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Inspection activities

 The inspector looked at children's records of achievement, observations and assessments, in addition to other relevant documentation.

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Inspection activities

 The inspector checked the childminder's suitability and training certificates and discussed procedures for self-evaluation.

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Inspection activities

 The inspector took account of the views of parents and children spoken to on the day.

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Information about the setting

The childminder registered in 1998. She is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children in the Littleborough, Lancashire. The whole of the ground floor of the childminder's house is used for childminding purposes. This includes the entrance hallway, dining/kitchen, main activity room and bathroom. Children also use a bedroom on the first floor. There is provision for outside play in the enclosed back garden. The family has a dog. The childminder provides care throughout the year, Monday to Friday, from 7.30am to 6pm, with the exception of family holidays. She takes and collects children from local schools and pre-schools. Currently there are 19 children attending part-time. Of these, seven are in the early years age range. There is provision for children with special educational needs and/or disabilities. The childminder is a member of the Rochdale

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Information about the setting

childminder's network and she holds a local authority quality award. She has a level 6 degree qualification in early years and disability studies. She obtains support from the local authority and staff at the local Children's Centre.

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must:

 ensure children are kept safe while on outings, with specific regard to their transportation in a vehicle, by identifying steps to be taken to remove, minimise and manage potential risks and hazards.

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

 build on existing performance management strategies to ensure all the welfare requirements are consistently met.

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who attend

Parents are asked to provide information about their child's starting points when their child begins attending the setting. For example, an All about me form is completed and the information obtained is used effectively to plan activities that support children's next steps in their learning. Parents are routinely kept informed of their children's progress towards the early learning goals, through children's records of achievement or learning journeys. Children's records of achievement include ongoing assessments, which are well maintained and used to plan a wide range of interesting and challenging activities, extending children's learning at home and at the setting. They also include pictorial examples of what children have achieved, and these are linked to children's assessments and clearly show parents how their children are progressing. The childminder knows individual children well, such as their interests, capabilities and learning styles. The quality of

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who attend

teaching is good overall. For example, the childminder consistently uses open questions, giving children enough time to think and talk. Activities are effectively tailored to meet the individual needs and interests of children, to promote their overall learning and development. The educational programme covers the seven areas of learning well and purposefully supports children's development in the prime areas. There is a robust system in place for the childminder to complete the progress check for children between the age of two and three years, in partnership with parents and other key persons. The childminder knows how to focus on the prime areas of learning. She understands the importance of early identification of specific needs and that early intervention is necessary to help narrow any identified gaps in children's achievement. Through effective partnership working, parents know more about their children's experiences outside the

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who attend

home, and they use this information to support children's learning and development at home. For example, children learn to interact with others in a positive way. They are beginning to understand they have to share and take turns with the toys and resources. Consistent strategies at home and at the setting are agreed on, to focus on children's personal, social and emotional development. For example, a range of emotions are explained to the children, such as sad and happy. Children begin to understand their feelings, and those of others, and are beginning to understand the impact their behaviour has on others. Children are working comfortably within the typical range of development expected for their age, taking into account their starting points. They are clearly acquiring the skills, attributes and dispositions they need to be ready for the next stage of their learning and school.

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who attend

Children enjoy their time in the secret garden, situated at the back of the house in a communal field. The environment is risk assessed and children safely explore the garden. For example, they confidently use one-handed tools, like trowels, to dig for worms and they pick up sticks to prod and pat the soil. They help to pick and wash eating apples, and they collect raspberries and gooseberries for baking sessions. They experiment in the garden and have helped to plant parsnips, carrots, potatoes, butternut squash and rhubarb. Children look forward to eating what they have grown. Children also use coloured maize noodles and water based glue to make three-dimensional pictures of a well-known mermaid on a beach.

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who attend

The childminder clearly knows children establish a sense of self through their interactions with others including adults, siblings and peers, and also with their culture. She purposely guides, plans and resources relevant activities, such as 'Max' the toy monkey, which children take home for sleepovers. He has an overnight bag containing pyjamas, a toothbrush and a diary for parents and children to complete to let others know about his adventures. For example, children talk about Max going to grandma's house, visiting daddy, going to barbeques and playing on the swings. The information is used effectively to link activities with home and the setting. The childminder uses talk and conversation as a prime context for the development of children's language and thinking. She skilfully uses two broad types of conversation with the children, one to confirm their understanding or feelings, while the other elaborates and extends their understanding. The childminder

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who attend

deliberately focuses on enhancing the depth of thinking, rather than the breadth, as she knows deep understanding is more important than superficial coverage. A wide range of natural resources are used to develop children's senses. This includes interesting resources in various treasure baskets for children to examine, such as giant pine cones, a leather African drum and wicker containers. Children's natural impulse drives them to explore and discover. They are fascinated and inquisitive about the resources. They want to know how items might behave in space and they compare the weight of the heavy drum to the light cone. They find different ways to move them from one place to another as the resources are scattered, piled and contained. The childminder sits on the floor with the children and her timely interventions provide a warm and secure presence. She interacts with them sensitivity and caringly, helping them to use what they know and she

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who attend

consistently encourages them to learn more.

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

At the start of any placement, the childminder discusses risk assessments and arrangements for outings with parents, to meet the welfare requirements. However, this does not always translate into safe practice. For example, children's safety was compromised on a recent outing because too many children were transported in the car at once. This placed children's welfare and safety at risk, as the childminder had not fully assessed the potential risks and hazards. However, the childminder's home is safe and well-resourced. She always makes best use of the space and resources to keep children fully engaged and motivated at all times.

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

Children's transitions are suitably supported by the childminder, who gives parents time to settle children who are new to the setting. The atmosphere at the setting is calm and welcoming, with children soon feeling comfortable in the new situation. Some children attend other early years settings. A key-person approach helps children to form secure attachments with those working with them. The childminder uses the information obtained from parents and other key persons to make learning more enjoyable and rewarding for the children. It helps children develop a sense of identity and belonging in the setting. By engaging with parents, the childminder finds out about family values, traditions and beliefs, and it enables her to build on these where appropriate. Children see learning as more enjoyable when their home life is visible in the setting, and they move from one setting to another with greater certainty and confidence. For example, the childminder

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

obtains photographs from parents of special family members to initiate conversation and to help settle children.

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

Children's growing independence, in relation to potty and toilet training, is appropriately supported in partnership with parents. When children choose to play outside they know to dress themselves according to the weather. For example, they find their shoes and attempt to put them on. They select their own drinks and eat finger food after washing their hands, to minimise the risk of the spread of infection. Children behave well for their age and stage of development. They are beginning to learn to take an active part in snack time routines. This is achieved when all children sit together around the table, including children in highchairs. They choose fresh sliced fruit from the plate, such as grapes, which the childminder offers to each child. Children know to use language of social interaction appropriately, such as please and thank you. Older children ask to leave the table after they have finished eating and they help to tidy the table. These measures appropriately

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

promote children's growing independence and self-esteem. There are suitable opportunities for children to play quietly, rest and sleep. Parents provide packed lunches and the childminder provides healthy snacks throughout the day, to ensure children's daily nutritional requirements are met. Children enjoy fresh air and energetic outside play, which is an integral part of the provision. There are clear procedures in place, enabling the childminder to administer medication to children, with written parental consent, when required. Accidents and existing injuries are also recorded in partnership with parents to promote children's continuing care. Children's confidence and self-esteem is clearly promoted when the childminder teaches children about risk taking. For example, toddlers are learning how to go up and down the garden steps safely and all children practise the emergency evacuation procedure, in case they have to leave the setting unexpectedly.

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provision

The inspection was prioritised following concerns being raised about the childminder's ability to keep children safe on outings. The inspection found the childminder had failed to ensure children were transported safely in the car. The childminder has clear procedures for outings and the transportation of children in the car, which are discussed and agreed with parents at the point of registration. However, on this occasion, they were not implemented effectively as the childminder had too many children in the car at once. One seat belt was used inappropriately to restrain two children. She had not considered and assessed the risks to children's safety. This weakness in practice is a breach of requirements Early Years Register and the Childcare Register. The childminder's notification means that she met her legal responsibility, as set out in the Early Years Foundation Stage welfare requirements to notify Ofsted of a significant event. However,

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provision

the inspection found the childminder's practice is not secure enough because one key aspect of her work requires improvement. Following the incident, the childminder reviewed her procedures for outings and the use of her car, in consultation with parents.

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provision

The childminder demonstrates sound knowledge and understanding of child protection procedures. This includes vetting procedures, which are in place to ensure only suitable adults have contact with children. Children's records, such as medication and accident records, are appropriately maintained. There are ongoing opportunities for professional development, including mandatory training to administer first aid to children when required.

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provision

Following the last inspection, the childminder established links with other providers of the Early Years Foundation Stage to ensure children's learning and development is promoted. However, existing performance management strategies do not focus enough on children's safety, in relation to the incident. They do, however, include peer observations in relation to monitoring and improving the quality of teaching and learning. The childminder has a secure knowledge and understanding of her practice, in relation to delivering the learning and development requirements of the Early Years Foundation Stage. She has many years' experience of working with children, and she is skilled at working with parents and other professionals. This includes provision for children with special educational needs and/or disabilities. As a result of working closely in partnership with parents and other key persons, all children experience more consistency between the different services that

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provision

support them and they feel more secure. They clearly benefit from the educational opportunities provided.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 ensure that children receiving childcare are kept safe from harm (compulsory part of the Childcare Register)  ensure that children receiving childcare are kept safe from harm (voluntary part of the Childcare Register)

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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 316054 Local authority Rochdale Inspection number 985068 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 19

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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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