Childminder in Tameside

Inspection date

Previous inspection date 22/08/2014 21/02/2012

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early years provision

This inspection: 3 Previous inspection: 3 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

 Children's language development is given high priority. The childminder uses effective techniques to ensure all children are supported to develop good language skills.  Children are effectively safeguarded as the childminder has a sound knowledge about child protection issues.  Children form strong relationships with the childminder who is warm and caring. Consequently, children are confident and happy in her care as she works well with parents, who provide information about their child's needs.

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It is not yet good because

 The childminder is not aware of the requirements regarding the progress check for children between the ages of two and three years. Consequently, parents are not provided with a written summary for this assessment.  Partnerships with other providers are not fully embedded to share relevant information to support children's learning and development.  Children's literacy and numeracy skills are not promoted fully as there are fewer opportunities for them to see and recognise familiar words and numbers in the environment.

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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 children during activities indoors and outdoors.

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Inspection activities

 The inspector checked evidence of suitability of all members of the household and looked at children's learning journey records and a range of other documentation.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector took into account the views of parents and carers from information included in the childminder's own parent survey.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She works with her daughter, who is a registered childminder, operating from her daughter's home in the Hyde area of Tameside. Her daughter's partner and their two children aged 20 months and seven years also live on the premises. The whole of the ground floor, upstairs bathroom and the rear garden are used for childminding. The childminder visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently eight children on roll, five of whom are in the early years age group and attend for a variety of sessions. She operates all year round, from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays.

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must:

 implement the progress check for children between the ages of two and three years and provide parents with a short written summary of their child's development in the prime areas, identifying children's strengths and any areas where children's progress is less than expected.

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

 improve the arrangements for sharing information and developing partnership working with other settings that children attend in order to further support children's learning and development

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

 develop the use of numbers and print in the learning environment to further encourage children's interest in literacy and numeracy.

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who attend

The childminder demonstrates a suitable understanding of the Early Years Foundation Stage. However, she is not up to date with her knowledge about the assessment requirement to complete a progress check for children between the ages of two and three years. As a result, the legally required review is not completed and parents are not given a written summary identifying children's strengths and any potential support required within the prime areas. The childminder does have some suitable processes in place to communicate with parents because she speaks to them daily about their children's care and learning. Parents are informed about any additional support children may require in their care and learning needs. This enables parents and the childminder to work together to support children's individual needs. The childminder also obtains information from parents about their children's interests and needs on entry and, together with her

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who attend

observations; she uses this to inform their starting points for planning their learning and development.

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who attend

Children receive a good balance of child-initiated and adult-directed learning. The childminder follows their interests and joins in with their play, which motivates and enthuses their learning, developing their concentration skills. The childminder understands the importance of preparing children for the next stage in their learning and readiness for school. Personal, social and emotional development is promoted effectively by the childminder because she encourages children to be independent and plays many games to support turn taking and sharing. Children benefit from the calm approach used by the childminder; she allows children to try things for themselves and gently guides them through what they need to do to complete a task. The childminder does this by re-shaping directions that support children's understanding, such as when attempting to use the cutters to create shapes with the dough. This promotes children's concentration and

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who attend

perseverance. Children benefit greatly from the childminder's effective teaching of communication and language. She encourages eye contact and gives children plenty of time to respond to questions. She also repeats words back to children so they are learning how to pronounce them correctly and extends their vocabulary by introducing new words.

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who attend

Literacy skills are generally well promoted by the childminder. For example, when children are making behaviour charts she encourages them to listen to the sounds in words before attempting to write them. This provides children with an awareness of linking letters with sounds and supports their emerging reading and writing skills. The childminder supports children in their mathematical development by giving them a reason to count items in their play and through games. She encourages children to count items again when they make mistakes to improve their counting skills. However, there are fewer examples of print, both numbers and familiar words in the outdoor environment, to enable children to fully comprehend that print carries meaning and further promote their good literacy and numeracy skills. Children are given many opportunities to develop their creativity because they have access to a wide range of dressing-up clothes and role-play equipment. This

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who attend

supports the children to develop their imagination when role playing doctors and princesses. Children's artwork is displayed in the kitchen, which supports their self-esteem but also demonstrates that children are given a wide range of experiences to explore colours and textures.

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

Children are very well settled and secure and they enjoy a trusting and caring relationship with the childminder. This results in the warm and caring atmosphere that is evident and means that children's emotional well-being is well fostered. Children settle well because the childminder liaises with parents to establish children's care routines from home. This supports consistent care and promotes a smooth move from home to the setting. Children are happy, settled and demonstrate good levels of confidence.

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

The childminder promotes children's health and well-being suitably and helps them to learn how to adopt a healthy lifestyle. For example, the childminder and co-childminder provide healthy and nutritious, freshly cooked meals, which help children learn how to make and enjoy healthy food choices. Food provided by the childminder support children's individual dietary needs as well as their growth and development. Outdoor play is a regular feature of the daily routine and children experience plenty of fresh air and physical exercise. They visits local parks and enjoy playing active games in the garden. Children learn to take sensible risks as they play on large physical play equipment at the park. The childminder talks to the children about the risks within any activity by guiding them sensitively. This approach helps children learn to keep themselves and others safe in different situations. Through regular routines, such as hand washing, children are learning

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

about their own personal care needs, health and hygiene.

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

Children display good behaviour because the childminder is a good role model and use age appropriate strategies to support this. She consistently offers praise and encouragement, which helps to promote children's self-esteem and confidence. Children are given clear boundaries and the childminder explains to children why their behaviour is unacceptable. The children are always encouraged to take turns and share resources, which promotes cooperation and positive relationships with each other. Children are generally well supported for their transition to school because the childminder takes them with her as she collects other children from the school they will be moving to. However, children's emotional readiness for school is not yet wholly assured, as the childminder has not fully secured partnerships with other early years providers where children may attend to promote a consistent approach to supporting children's learning and development.

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provision

Since the last inspection, the childminder has made some improvements that include extending her knowledge about issues regarding safeguarding children. The childminder now demonstrates an appropriate understanding of the safeguarding and welfare requirements and of child protection procedures. She knows the necessary reporting procedures should she have concerns, in order to keep children safe from harm. A range of policies is in place to safeguard children and promote their well-being. The childminder completes thorough risk assessments and has effective safety measures in place to ensure children's safety. The childminder and co-childminder work well as a team to make sure children are constantly well supervised.

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provision

The childminder has an adequate understanding of her role in meeting the learning and development requirements. However, she is not fully aware of all the changes to the learning and development requirements. As a result, she does not complete the progress check for children between the ages of two and three years or provide parents with a short written summary of the assessment. This hinders how parents can be involved in seeking additional support swiftly where this may be deemed necessary. This is a breach of the legal requirements of the Early Years Register. The childminder undertakes observations and assessments of children in her care, identifying their next steps for learning. She uses this information to inform planning of activities to ensure that children make steady progress towards the early learning goals. Links with other early years practitioners and working closely with her co-childminder enables the childminder to share

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provision

ideas and improve practice. The childminder is committed to attending training to improve her skills and the outcomes for the children. Together with her co-childminder, they have identified strengths and areas for improvement of their provision.

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provision

The childminder works closely with parents, developing some good channels of communication to ensure children's needs are met. The childminder and co-childminder communicate with parents on a daily basis, verbally sharing and exchanging information to keep them appropriately informed about their children's care and learning. The childminder understands the need to work more closely with other early years providers to support children's move to school and has established some links. However, these partnerships are not yet embedded to fully support children's smooth transition to school.

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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 EY367478 Local authority Tameside Inspection number 821171 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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