Childminder in Stockport

Inspection date

Previous inspection date 21/08/2014 Not Applicable

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early years provision

This inspection: 1 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 1

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This provision is outstanding

 The childminder uses a range of highly effective teaching methods to promote children's learning, with a particularly sharp focus on communication and language. As a result, children make rapid progress in relation to their starting points.  The childminder engages parents very well through highly successful strategies which actively contribute to children's excellent progress and well-being.  Children have an extremely strong sense of belonging because the childminder has very flexible settling-in procedures and promotes children's emotional well-being very well.  The childminder has an excellent understanding of her responsibilities to keep children safe. She comprehensively identifies and successfully minimises potential risks and has a high level of knowledge of safeguarding procedures. As a result, children are fully safeguarded while in her care.  The childminder is highly passionate about delivering exceptional quality provision. She

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This provision is outstanding

has created a very reflective and enabling culture and strives to consistently develop and improve the service provided to children and their families.

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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 compulsory part 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 indoor and outdoor learning environments.

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Inspection activities

 The inspector held discussions with the childminder about the children's progress and achievements.  The inspector viewed the children's development records.

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Inspection activities

 The inspector saw evidence of suitability and qualifications of the childminder, self- evaluation, risk assessment and policies and procedures.

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Inspection activities

 The inspector took account of the views of parents from references obtained by the childminder.

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Information about the setting

The childminder was registered in 2014 on the Early Years Register and on the compulsory part of the Childcare Register. She lives with her husband and two children aged five and three-years-old in the Strines area of Stockport, close to shops, parks, schools and public transport links. The whole of the ground floor is used for childminding purposes which includes the lounge, dining room/kitchen. Bathroom facilities are also on the ground floor. There are currently four children on roll, all of whom are in the early years age range and they attend for a variety of sessions. The childminder attends toddler groups regularly and visits the library. She provides care Monday to Friday from 7.30am to 6pm, all year round with the exception of personal and bank holidays. The childminder has a Diploma in Nursery Nursing.

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

 consider using the information parents share about their child's learning at home to work together to plan and think through ideas of how to further move their child forward.

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who attend

Children make rapid progress in relation to their starting points because the childminder uses a range of highly effective teaching methods to ensure children develop across all areas of learning. There is a particularly sharp focus on communication and language as the childminder uses very good techniques which promote children's development in this area. For example, she successfully interprets the babbling of young children and responds using appropriate language. The environment is rich with words and numbers displayed in all of the areas that children access, and there is an extensive range of books stored in low-level baskets so that children can easily reach them. These play an important part in helping children to recognise words have meaning and to make connections between words and objects. The childminder enthusiastically shares stories with children and spontaneously extends this into songs and rhymes, which further promotes children's

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who attend

communication and language skills. Children are given ample opportunities to develop their skills for making marks. For example, children are provided with different sized brushes to make water marks in the outdoor area. The childminder effectively introduces young children to numbers during play and daily routines. For example, she counts as she supports young children to put their shoes on and counts the toys back into the box as they tidy up. Furthermore, as young children explore coloured ice flavoured with vanilla and mint, the childminder uses descriptive language to promote their understanding of mathematical concepts. Children's curiosity about the world is actively encouraged because the childminder plans interesting activities, such as, planting strawberries, growing courgettes and visiting local parks to explore the natural environment. Furthermore, younger children develop their physical skills as they learn to grip and

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who attend

control the chunky crayons and older children use scissors. These stimulating experiences are expertly woven into all aspects of daily activities. Consequently, children are making excellent progress towards the early learning goals, ensuring they are fully prepared for their next steps in learning and the transfer to school.

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who attend

The childminder engages parents very well through highly successful strategies. For example, she uses daily communication diaries in which parents can record activities from home. Furthermore, she produces regular newsletters and has a very useful noticeboard containing a wide range of relevant information. Parents are extremely involved in their children's learning as the childminder encourages them to contribute to assessments. However, there is scope to improve this practice even further by using parent's own observations of their child's achievements at home to work together to think through ideas of how to move the child forward. This process will build on what parents already know and do with their child in order to extend their confidence and knowledge of how to strengthen the early home learning environment. The childminder has highly effective systems in place to collect information from parents to assess children's starting points.

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who attend

She regularly observes children closely and records her findings in lovely learning journals. This information is used frequently to precisely assess children's achievements, including completing the progress check for children between the ages of two-and-three years. Well-focused next steps in learning are shared and agreed with parents and the childminder plans a wide range of activities to meet each child's needs. Comments from parents are extremely complimentary. In particular, they recognise the excellent progress their children make during their time with the childminder.

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who attend

The childminder follows children's interests closely and enhances their learning by adapting activities and interacting superbly. Children are encouraged to explore and become active learners, as a result, they are highly motivated. For example, children make a favourite film character out of a variety of foods during a planned activity. The children have so much fun that the childminder adapts the lunch time menu to provide foods that the children can model into the same character. Therefore, continuing the learning and following the children's interests. The childminder uses open-ended questions and descriptive commentary throughout the activity. As a result, children are developing excellent thinking skills, along with their communication and language skills. Consequently, children make very rapid progress in relation to their starting points.

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

The childminder is highly skilled and sensitive in helping children form secure attachments. She provides a calm, nurturing, caring environment where babies and children can thrive and develop to their full potential. She has a very flexible system to support children to make the transition from home to her setting, giving children and parents ample time and support to settle in. Parents provide useful information about children's likes, dislikes and routines, which helps the childminder build strong relationships with each child. Furthermore, the childminder is extremely attentive to children's needs, as a result, children have a very strong sense of belonging and are confident to explore and try new activities. The childminder is a very good role model for children as she consistently encourages good manners and respect. Additionally, she promotes diversity extremely well and has a very positive attitude towards helping children understand and respect others.

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

She has an extensive selection of books and other resources, which show people from various cultural backgrounds.

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

The childminder has an excellent attitude towards managing behaviour, providing very clear and consistent boundaries that are appropriate for the ages of children who attend. As a result, children are respectful of others and behave extremely well. The setting is very well-maintained and organised so that children can make choices. All of the resources are stored at low-levels so that children can reach them. The garden area has ample space for children to use large wheeled toys, run about, or climb. The childminder gently reminds children about safety in the house, such as, walking indoors and tidying up resources so that they do not trip over them. She helps children to learn to take controlled risks by teaching them how to climb the steps to the slide safely and negotiate the step into and out of the house. As a result, children gain independence and develop a 'can do' attitude towards tasks that at first they find difficult. In addition, they gain an excellent

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

understanding of how to keep themselves safe and their physical and emotional well-being is exceptionally well promoted. The childminder regularly visits local areas of interest, such as, the stream, the local play centre and parks, where children are able to strengthen their balance, coordination and control as they learn to use and to negotiate the larger apparatus. Consequently, children are gaining excellent physical skills.

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

The childminder effectively promotes healthy lifestyles. She provides a healthy balanced diet and regular opportunities for fresh air and exercise. Furthermore, she talks to children during mealtimes and through play about how their body works, how food gives them energy after active play and how it helps them to grow. As a result, children are developing a very good understanding of the importance of a healthy lifestyle. Older children learn to be independent as the childminder successfully encourages them to manage their own care needs. For example, children go to the bathroom and wash their hands or put on aprons with minimal support. They can practise their dressing skills as there are a variety of outfits for them to wear during role play. Therefore, children are successfully developing the skills they will need for their later learning, including preparing for school.

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provision

The childminder gives safeguarding a very high priority and is fully aware of her role and responsibility to ensure children are protected from harm. Extremely thorough safeguarding policies and procedures are shared with parents and underpin the excellent practice. The childminder has an expert knowledge of the signs and symptoms of abuse and neglect and what to do and who to contact in the event of a child protection concern. She accurately maintained records and ensures children's welfare is meticulously protected. Security systems, such as locked doors and the vigilant vetting of visitors through the use of signing in and out sheets, ensure that children are kept safe from unwanted intruders. Regular fire evacuation procedures are practised and older children talk confidently of the need to close the door to prevent fire from spreading, because the fire needs oxygen to grow. Comprehensive risk assessments are completed to the highest

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provision

standard and include all areas of the premises, activities and outings, to ensure children's safety remains paramount. As a result, children's safety and well-being is exceptionally well promoted.

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provision

The childminder has a highly developed knowledge and understanding of the learning and development requirements of the Early Years Foundation Stage. She has many years of previous childcare experience and has an extremely high level of professional conduct and strives to continually improve outcomes for children in her care. The childminder has implemented a robust system to rigorously monitor children's progress. As a result, children's needs are identified quickly and she adapts her planning to address any gaps in learning and development. Furthermore, the childminder knows how to access appropriate interventions for children who do not progress at the expected rate. The childminder strives for excellence and has completed a thorough self-evaluation of her provision. She has identified clear strengths and weaknesses based on her own knowledge, assessments of children's progress and comments collected from parents. The childminder attends

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provision

regular training to further develop her skills and knowledge and implements her learning enthusiastically.

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provision

The childminder has developed strong partnerships to support her work with children. She uses a range of strategies to engage parents in their child's learning and in the development of her provision. Regular discussions and a very respectful attitude have helped her to form secure relationships with parents and carers. Information about children's progress is shared verbally and more formally as assessments are exchanged. As a result, children receive a consistent approach and their progress is carefully tracked. The childminder attends meetings attended by other local childminder's to share ideas and resources and her high quality practice has received a commendation from the local authority advisor. These strong links provide her with access to a wide range of information, support and referral pathways to other agencies.

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The Childcare Register

The requirements for the compulsory 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 EY474952 Local authority Stockport Inspection number 956411 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

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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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