Childminder in Tameside

Inspection date

Previous inspection date 21/08/2014 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 provides an inviting and stimulating environment to engage children's curiosity and interest. Consequently, through their exploration and the childminder's effective teaching, children make good progress in their learning.  The childminder develops trusting relationships with parents to support children's well- being. Children are therefore, happy and settled. This secure base enables children to develop effective relationships with their peers.  Children thrive in their health and physical development because the childminder promotes outdoor physical activities and provides healthy food.  The childminder demonstrates a good knowledge and understanding of safeguarding procedures. This promotes children's safety and well-being.

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It is not yet outstanding because

 Partnerships with other setting children attend do not extend to regularly sharing information about children's learning.

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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 the suitability of household members and a range of other documentation, including safeguarding procedures.  The inspector reviewed the provider's self-evaluation form.

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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 daughter aged three years in a house in Manchester. The whole of the ground floor, one first floor bedroom, bathroom and the rear garden are used for childminding. The childminder attends local toddler groups, a childminder group, parks and the local library regularly. She collects children from the local schools and nurseries. There are currently three children on roll, one is in the early years age group and attends for a variety of sessions. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 build further on the partnerships with other settings children attend, for example, by maintaining a more regular two-way flow of information about what children are learning and their next steps.

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who attend

Teaching and learning is good because the childminder knows the children well and understands how they learn. She ensures resources reflect the developmental stage and interests of all the children she minds. Therefore, children make good progress in their learning and development. The childminder uses the garden well to promote children's enjoyment and learning. For example, young children delight in throwing a variety of balls provided for them. She promotes children's enjoyment of the outdoor learning environment further by providing a playhouse to develop children's imaginative play and a range of resources to promote physical development. A small table that the childminder places outdoors for dough activities enables children to benefit from fresh air as they play and learn.

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who attend

The childminder provides children with large cardboard boxes and encourages them to be imaginative. Consequently, the children make a post box as they actively use their imagination. The childminder supervises children as they look on the internet for pictures of post boxes and post offices to enhance their learning. The youngest children enjoy painting the box and later posting letters and parcels. The childminder extends children's learning through this activity as she takes them to visit the post office. The children collect forms and envelopes, which they use creatively on their return to the childminder's home. Older children write names and addresses on labels and young children make marks. Therefore, they develop their pencil control and literacy skills. The childminder promotes children's language and communication by talking to them and introducing new words to extend their vocabulary. She promotes mathematical development by introducing numbers

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who attend

and counting through songs and activities. Older children show they have skills to sequence and halve numbers as they cut and count ribbons. Consequently, children's mathematical understanding is developing effectively.

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who attend

The childminder carries out observations and assessments of individual children's progress regularly to ensure they make good progress in their learning. The childminder clearly identifies children's starting points and the effective planning and teaching prepares children well for the next stage in their learning. Monthly, individual play plans are in place for each child. These effectively show children's next steps and interests. The childminder keeps the parents well-informed of their children's development through holding regular conversations with them. She develops this further by using daily books to provide parents with ideas for learning at home. The childminder has friendly links with other providers children attend and shares information with them, which helps her to meet children's care needs. However, arrangements do not extend to sharing information about children's learning and next steps, which means that she does not have all of the available

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who attend

information to help her plan as precisely as possible for children's future progress.

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

Children are happy and enjoy their time with the childminder. The use of the garden at all times ensures children benefit from fresh air and exercise. They have freedom to explore and therefore begin to understand how to keep themselves safe. The childminder promotes children's safety further as she carries out daily checks of the environment. She provides resources to promote physical development such as, balls and bikes, enabling children to develop physically and promoting a healthy lifestyle. The childminder provides nutritious food and encourages children to drink water to support them in being healthy. Children show developing levels of independence as they help to clear the table and prepare snack. Children are encouraged to wash their hands after using the bathroom and before eating, the childminder provides separate towels for each child. This ensures their good health and well-being.

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

The childminder has high expectations of behaviour and is consistent in her approach. As a result, young children learn to share and cooperate from an early age and their behaviour is consistently good. The childminder's caring and calm approach means she is a good role model. She shows respect for the children and supports them very well. Consequently, children feel emotionally secure and become active learners. The childminder's daily conversations with parents ensure she understands the children's care needs and parents feel supported by her. This consistent care and support has a positive impact on children's well-being.

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

The childminder has a good understanding of the children's emotional development and their next steps. This enables her to support individual children and effectively promote their confidence and readiness for the next stage of learning. The childminder attends toddler groups and music groups to enable the children to socialise. Consequently, children are developing effective social skills to ensure they are adequately prepared for transitions to other settings and ultimately to school. The childminder uses walks to the library, shops and parks to teach children about road safety. This enables them to develop skills to assess and mange risks for themselves.

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provision

The childminder understands her role and responsibility in meeting the safeguarding and welfare requirements. She demonstrates a clear understanding of safeguarding procedures. She is aware of and understands her responsibility to report any concerns she has about a child. The childminder has clear policies that underpin her safeguarding practice. She actively promotes children's safety and well-being by planning effectively and risk assessing the home, garden and any outings.

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provision

The childminder completes observations effectively and monitors her assessments of children's progress consistently. As a result, she clearly identifies gaps in learning and effectively narrows them. The childminder reflects on her practice and the needs of the children regularly. For example, she reflects on the changes she will need to make as she minds more children in the coming months. Her self-evaluation form sets out her ongoing plans well.

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provision

The childminder has good relationships with parents and they share information to support children's well-being on a regular basis. The childminder is beginning to seek the views of parents through questionnaires and uses this information to reflect on her practice. The childminder understands the importance of working in partnership with other settings that children attend. She meets with other childminders to share good practice and shares information about children's care needs with the school. However, her partnership with the school does not extend to regularly sharing information about children's learning. 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 meet the needs of all children.

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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 EY457365 Local authority Tameside Inspection number 922437 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

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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