Childminder in Tameside

Inspection date

Previous inspection date 19/08/2014 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 1 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder provides an inviting and stimulating environment to engage children's curiosity and interests. Consequently, through their exploration and the childminder's effective teaching, children make good progress in their learning.  Children are very happy and settled because of the extremely caring and trusting relationship they share with the childminder. This secure base enables children to develop excellent relationships with their peers.  Children thrive in their health and physical development because the childminder promotes outdoor physical activities and provides very healthy food.  The childminder demonstrates a good knowledge and understanding of all safeguarding procedures. This enables her to promote children's well-being effectively.

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It is not yet outstanding because

 The childminder does not encourage all parents to contribute what they know about their child's learning, to ensure an even more collaborative and consistent approach to the children's learning and development.

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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 talked with the childminder.  The inspector viewed the areas of the premises and garden used for childminding.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of the childminder and household members, and a range of other documentation.

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Inspection activities

 The inspector took account of the views of parents, as recorded in written questionnaires.

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Information about the setting

The childminder was registered in 2013 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 six years in a house in Stalybridge. The whole of the ground floor and the rear garden are used for childminding. The childminder attends a rhyme time group and visits the local duck pond, farm, shops and parks on a regular basis. She collects children from the local schools and nurseries. There are currently seven children on roll, four 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 6pm, 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:

 enhance opportunities for parents to contribute to children's learning and progress by developing even more effective ways to share information on children's development.

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who attend

Children have access to a wide variety of toys and resources that cover all seven areas of learning in both the indoor and outdoor environments. The playroom is attractive and inviting to the children. The childminder ensures the resources and activities on offer reflect the development and interests of all the children she minds. Consequently, children make good progress in their learning and development. The childminder uses the garden well to promote children's learning. For example, she provides chalkboards to help develop children's literacy and early writing skills. The childminder promotes children's enjoyment of the outdoor learning environment, by ensuring areas for physical play is fenced off from quieter areas. This means children can freely practise their ball skills.

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who attend

Teaching and learning is good because the childminder knows the children well and understands how they learn. The children show a good understanding of mathematics. The childminder provides a range of mathematical equipment, which children use effectively. They count up to 15 unprompted, as they carefully lay small, malleable marbles round a box. The childminder's effective support of the children enables them to count to much higher numbers. The children use cubes to build towers, as the childminder plays alongside modelling mathematical words and questioning children on which is the tallest. Consequently, the childminder is promoting children's readiness for school. The wide range of resources available enables children to become engaged in their own learning. Consequently, they show high levels of concentration as they play imaginatively, for example, with the farm set. Books available round the playroom supports children's

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who attend

understanding and promotes their literacy skills well.

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who attend

The childminder regularly observes and assess the progress of individual children. This ensures children make good progress. The childminder clearly identifies children's starting points. Her effective planning and teaching ensures children are ready for the next stage in their learning. Daily conversations with the childminder and an open door policy enable parents to have access to their child's development journals. These are taken home at regular intervals and parents are asked to contribute to them. This enables children to have expanded learning opportunities at home. However, the childminder does not encourage all parents to share information about what their child is learning at home. This is in order to ensure an even more collaborative and consistent approach to the children's learning and development.

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

Children are extremely happy and enjoy their time with the childminder. Expectations of behaviour are high and consistent. As a result, children's behaviour is excellent. The childminder is a wonderful role model, showing respect for the children and supporting the children very well. Consequently, children feel emotionally secure and become active learners. The childminder works exceptionally well with parents to ensure she supports children's well-being to the utmost. She actively spends time with parents to discuss any issues, such as toilet training, to ensure the care the children receive is consistent. Parents speak very highly of the care and support their children receive from the childminder. This consistent care and support enables children to feel part of the childminder's family. Consequently, this has a very positive impact on their well-being.

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

The childminder actively uses the outside areas and local parks to enhance the children's enjoyment of the natural environment. The wide variety of resources for physical skills, such as a slide, wheeled toys and balls enable children to understand the importance of assessing risk. Healthy meals and snacks, and the freely available drinking water the childminder provides, promote children's health and well-being. Children show high levels of independence as they use the bathroom, wash their hands and dress themselves very well. The childminder teaches children to socialise as they attend toddler and music groups. The wide range of resources available, such as board games, encourages children to play together. Therefore, they make effective friendships.

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

The childminder has an excellent understanding of all the children's development and interests. This enables her to support individual children and effectively promote their development for the move to the next stage of learning. The childminder gives high priority to children's school readiness during the summer term. She is developing good relationships with the local schools. The childminder has gained knowledge on the school's expectations. Consequently, the childminder's introduction of appropriate activities enables children to be fully prepared for the transition. Therefore, this supports children's ongoing well-being as they move to school.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She implements policies and procedures, which underpin the safe and efficient operation of her service and help to ensure the well-being of children. The childminder shares these with parents, so that they understand her responsibilities. She has a clear understanding of safeguarding issues and is aware of the procedures to follow if she has any concerns about a child. The childminder has a current paediatric first-aid qualification, so she is able to give suitable treatment in a medical emergency. The childminder's use of thorough risk assessments and her good understanding of safety, including the use of information technology, help to ensure that children are safe and secure.

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provision

The childminder demonstrates a strong drive and commitment to maintain the already good standards of care and education she provides for the children. Records show she has attended some relevant training courses to further improve her knowledge and practice. Her self-evaluation form clearly shows her plans for future training and the positive impact she expects this will have on her practice. The childminder has a clear understanding of the learning and development requirements. She completes observations effectively and monitors her assessments of children. As a result, she identifies gaps in learning and ensures she effectively narrows them.

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provision

The childminder has excellent relationships with parents and they share information to support children's well-being on a regular basis. The childminder seeks the views of parents through written questionnaires and uses this information to reflect on her practice. The childminder's partnerships with other providers of the Early Years Foundation Stage are developing, as she begins to liaise effectively with them. For example, the childminder has plans to continue sharing information with staff at a local school, attended by children in her care. As a result, partnership working is effective and children benefit from a consistent approach to their learning and development. The childminder is not currently caring for any children with special educational needs and/or disabilities. However, she is aware of the importance of working with parents and other professionals to make sure she meets the needs of all children appropriately.

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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 EY464358 Local authority Tameside Inspection number 946201 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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