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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The quality of teaching is good because the childminder provides a wide variety of challenging and interesting experiences to cover all seven areas of learning. As a result, children are making good progress in their development.  Children are provided with a warm, friendly and welcoming environment, which ensures they form strong attachments and positive relationships with their peers and the childminder.  The safeguarding and welfare requirements are well understood by the childminder. Appropriate policies and procedures are implemented, ensuring a safe and secure environment for the children.  The childminder has good partnerships with parents, as she actively involves them in their children's learning and development by sharing their learning journey records and encouraging them to make comments and give feedback.

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It is not yet outstanding because

 Children have fewer opportunities to access natural resources to further develop their investigation and exploration skills.  The childminder does not fully use the outdoor area to enhance learning opportunities for children throughout the year.

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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 viewed all areas accessed by the children.  The inspector observed play and learning opportunities for the children.  The inspector carried out a joint observation with the childminder.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection and evidence of her suitability.

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Inspection activities

 The inspector looked at and discussed a range of records, policies and procedures with the childminder and evidence of her suitability.

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Inspection activities

 The inspector took account of the views of parents through written comments provided within the children's learning journey records.

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Information about the setting

The childminder was registered in 2012 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two children in Ashton-Under-Lyne, Lancashire. The whole of the ground floor and garden are used for childminding purposes. The house is elevated from the road and there are steps to the front door. The childminder attends activities within the local area. She collects children from the local schools and pre-schools. There are currently three children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 8am until 6pm, Monday to Friday, except for family holidays. The childminder has a childcare qualification at level 6.

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

 extend opportunities for children to access natural resources to further develop their investigation and exploration skills

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

 enhance provision in the outdoor area by providing a stimulating and well-resourced environment throughout the year.

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who attend

The childminder is very enthusiastic and passionate about her work. The quality of teaching is good, as she successfully promotes the children's learning and development. She follows and extends the children's individual interests and needs, which supports their future learning. The childminder provides a wide variety of challenging and interesting experiences for the children to cover all seven areas of learning. For example, children are actively engaged and show high levels of concentration as they play with the construction vehicles and track. As a result, children make good progress overall in their learning and development from their starting points. The childminder completes regular observations and assessments on the children to recognise their achievements, identify the next steps in their learning and to track their progress. Alongside these, photographs and examples of children's own work are collated in learning journey records. These clearly demonstrate

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who attend

that the children are working well within the typical range of development expected for their age.

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who attend

Children have access to a good range of toys and resources to stimulate and motivate them in their learning. Most resources are appropriately labelled and easily accessible, which supports children to make independent choices. However, children have fewer opportunities to access natural resources to further develop their investigation and exploration skills. Communication and language development is supported well by the childminder, as she engages children in constant discussion as they play, listening to them and asking a variety of relevant questions. Consequently, children are becoming confident communicators and feel valued. Children thoroughly enjoy using their imagination and taking part in role play activities where they pretend to clean the dolls and change their nappies. The childminder effectively promotes the children's mathematical skills and introduces them to a range of mathematical language. For example, children enjoy filling

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who attend

and emptying different sized containers with pasta and are able to recognise different colours during small world play. Children sit happily with the childminder as they enjoy listening to stories. They choose their favourite books, help to turn the pages and point to the different pictures throughout the story. This supports children's developing interest of books and their early reading skills. The childminder attends regular community groups within the local area and arranges outings to the park, nature reserve and soft play venues. These opportunities enable children to develop their physical skills on a larger scale and promote their personal, social and emotional development, as they learn to socialise with other children and adults. As a result, children are increasing their confidence and developing the necessary skills needed for the next stage in their learning at school.

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who attend

The childminder demonstrates a secure understanding of her responsibilities relating to the progress check for children between the ages of two and three years. She has appropriate documentation in place to provide parents with an overview of their children's progress in the prime areas of learning. Partnerships with parents are good, as the childminder actively involves them in the children's learning and development as she encourages them to make comments and give feedback throughout their learning journey records. This ensures parents feel well-informed and their views are respected. This is further supported as the childminder provides parents with verbal and written feedback at the end of each session, which gives a clear picture of the children's progress.

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

Children are provided with a warm, friendly and welcoming environment. They are happy, content and settled with the childminder, as they show confidence within their surroundings. As a result, they form strong attachments and develop positive relationships with their peers and the childminder. Children have access to a good range of stimulating resources, which supports their all-round development and emotional well-being. Good settling in procedures enables the childminder to work closely with parents to share relevant information about the children and their individual needs. This ensures children benefit from consistency and continuity of care. This is further supported as children are emotionally well-prepared for their future move to school, as the childminder has established links with teachers and completes transition reports to show a summary of their learning and development.

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

The childminder manages behaviour effectively, as she uses a number of positive strategies to provide clear guidance and simple explanations to the children. She acts as a good role model, as she teaches the children to use appropriate manners and be kind to each other. Consequently, children behave well and understand the boundaries and expectations within the setting. The childminder uses consistent praise and encouragement to ensure the children develop their self-esteem and feel appreciated. Children are starting to develop an understanding of risk and how to keep themselves safe, as the childminder talks about the importance of safety throughout their play and daily routines. For example, children learn about road safety and stranger danger when out in the local area.

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

Children are encouraged to be independent and confidently manage their own personal needs as they wipe their nose, wash their hands and dry them using their own hand towel. There are good hygiene practices in place and the childminder has a good understanding of children's health and well-being. Children are provided with a variety of nutritious meals and snacks, which promotes their understanding of a healthy diet and lifestyle. They also have access to their own drinking cup throughout the session to ensure they remain well-hydrated. The childminder ensures children have daily opportunities for fresh air and exercise to enable them to be physically active. However, at the current time, the childminder does not fully use the outdoor area to enhance learning opportunities for children throughout the year.

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provision

The safeguarding and welfare requirements of the Early Years Foundation Stage are well understood by the childminder. She has a good knowledge of how to effectively safeguard the children in her care and knows the procedures to follow if she has any concerns. An appropriate range of written policies and procedures are implemented successfully. As a result, the environment is safe and secure for the children. The childminder completes daily health and safety checks to ensure that potential hazards are minimised within the indoor and outdoor environments. All relevant parental permissions are in place and children's records are accurately maintained. The childminder has attended relevant training in safeguarding and first aid to ensure the children's health and safety is well protected.

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provision

The childminder monitors and evaluates the educational programmes to ensure that all areas of learning are covered and that children are progressing well. She has an early years qualification at level 6, which ensures she has a good understanding of how children learn and develop. Self-evaluation systems are effective as the childminder can clearly identify her strengths and areas for future development. She strives for continuous improvement to support children's achievements over time. She evaluates the practice within the setting to ensure she continues to provide good quality care and education for the children. The childminder shows a commitment to her own professional development to ensure she updates her skills, knowledge and understanding. For example, she has recently completed the Every Child a Talker programme, which has enhanced the children's communication development and encouraged the childminder to create

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provision

communication-friendly spaces within the setting. Effective partnerships with parents are in place to further support the children in their learning and development. Parents make comments, such as, 'We are really pleased with how well our child has settled with the childminder, her confidence has really improved'. The childminder has regular contact with other childminders and professionals in the local area, which enables her to share ideas and discuss best practice. The childminder has established links with local primary schools and understands the importance of sharing relevant information with teachers to ensure children's individual needs are being met.

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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 EY457040 Local authority Tameside Inspection number 920255 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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

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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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