Childminder in Bury

Inspection date

Previous inspection date 28/08/2014 08/02/2011

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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 2 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Children are happy and settled as the childminder builds strong relationships with them. Therefore, children's emotional needs and well-being are well supported.  The childminder has established strong relationships with parents and works closely with other agencies to ensure that children get continuity of care.  The childminder has completed safeguarding training and has a sound knowledge of current safeguarding procedures to follow should she have a concern about children in her care.

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It is not yet good because

 The childminder is not fully aware of how children learn in different ways, so children do not always experience suitably challenging activities or display the characteristics of effective learning.  Space and easy access to resources can be limited, meaning that children cannot always extend their learning independently.  Children are not always presented with the opportunity to self-serve their lunch and snacks, in order to develop self-help skills.

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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 spoke with the childminder and children at appropriate times.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector looked at a range of documents including; children's observations and assessment records, safeguarding procedures and risk assessments. She checked evidence of qualifications and suitability of the childminder and other household members.  The inspector took into account the written views of parents.

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Information about the setting

The childminder was registered in 1992 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her child aged 15 years in the Radcliffe area of Bury, Manchester. The whole of the ground floor and upstairs bathroom and main bedroom are used for childminding purposes. The family have five cats. The childminder operates from 7am to 5.30pm Monday to Friday and overnight from 8pm to 9am Friday and Saturday night. The childminder holds a childcare qualification at level 3 and a degree in Advanced Early Years and English Literature. She currently cares for five children in the early years age range. The childminder visits the local park on a daily basis, attends local parent and toddler groups and takes children to and from the local primary school.

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must:

 ensure that knowledge and understanding of the different ways in which children learn through play is improved and use this more effectively to plan challenging experiences to meet children's individual needs.

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

 develop further opportunities for children to enhance their existing levels of independence such as, helping themselves to cutlery at meal times

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

 organise resources and the floor space so children can self-select resources more easily, enabling them to extend their independent learning.

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who attend

The childminder is aware of how children develop through her long experience of minding children of different ages. She uses her knowledge of the areas of learning to plan activities arising from children's interests and children make suitable progress. The childminder regularly assesses children's development. She records information in the form of detailed observations, photographs and notes in their development files. This information allows the childminder to track children's progress over time and identify gaps in learning. The childminder confidently talks about the children's next steps of learning however, this information is not always used to plan activities that reflect the different ways children learn or provide suitable challenge. For example, the childminder sometimes completes tasks for the children, rather than letting them having a go for themselves. When playing a card game the childminder lays the cards out on the floor and then directs

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who attend

the children to choose certain ones in order to find a matching pair. Consequently, children are not able to make their own decisions and become fully independent learners. Early maths skills are promoted by the childminder, encouraging the children to match and count the cards. Children copy and use mathematical terms, such as 'more' and 'less'.

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who attend

Children develop good communication and language skills as the childminder listens and responds to children in a sensitive way. For example, she speaks to young babies, repeating words, smiling and maintaining eye contact, this encourages babies to smile and gurgle back at her. A child comes to her and holds out a dinosaur, telling the childminder what it is called. She praises him and then repeats the name, giving the correct pronunciation. Posters are displayed to encourage a print rich environment and children have suitable opportunities to develop early literacy skills as they use crayons for mark making. The childminder promotes children's personal, social and emotional development well. Children enjoy showing the childminder what they can do and they are supported to care for each other. Babies smile and young children play co-operatively. For example, the children share the small figures and work together to add a storyline into their play. They

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who attend

visit other childminders with her and learn to make friends with different children. The childminder explains how to take turns in games and encourages good manners when the children are eating. She makes good use of community facilities, such as soft play areas, parks, toddler groups and plans specific outings, for example, to a children's theme park. This ensures that all children have access to activities that promote physical development and are encouraged to develop friendships with other children. Overall, children are developing the appropriate skills in preparation for their future learning.

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who attend

The childminder finds out all she can from parents about children's needs when they first start, including information about their likes, interests and starting points. She shares information as a two-way process verbally and through the use of detailed daily diaries and development files. These contain lots of information, such as routines, meals, where children have been and what they do. Consequently, the childminder is kept up-to-date as children's interests at home change and parents are kept well informed about their child's development and overall learning.

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

Children benefit from the constant caring relationship they have with the childminder and they are happy and secure. The childminder effectively develops positive relationships and consequently, children settle easily and form secure emotional attachments. For example, a young baby snuggles into her as she feeds him, looking at her with pleasure and older children confidently make their needs known and ask for a cuddle. Parents' views about their child's care needs are sought in detail through a home visit at the start of the placement. This ensures that the childminder has an understanding of each child's background and requirements, which helps her to provide continuity and consistent care, aiding a successful move from the child's home to the childminder's setting. The childminder understands the importance of preparing children for school in emotional readiness and by supporting children to achieve skills, such as turn taking. However, the

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

childminder sometimes provides fewer opportunities for children to develop skills that promote independence such as, serving themselves at lunchtime or getting their own cutlery.

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

The childminder has a wide range of age-appropriate toys that children can access, therefore, encouraging children to make some choices about their play. However, the organisation of these reduces the amount of space for children to play in and sometimes lack challenge to develop children's individual needs. The childminder is positive and engages with the children during their play, praising all achievements to promote children's confidence and self-esteem. She demonstrates a sound understanding of how to manage unwanted behaviour and reinforces how to respect and care for each other. For example, she gently tells a young child 'that's it, be kind, she likes it when you're kind'.

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

Healthy lifestyles are appropriately promoted. Children have daily opportunities to get fresh air and take part in outdoor activities that contribute to their good health and development. The childminder plans daily trips to local parks or indoor playcentres where children are encouraged to take safe risks and develop their physical skills. For example, pre-school children talk with pride about how they can now climb up the climbing frame independently. The childminder further supports children's developing awareness of safety and how to stay safe as she teaches children how to cross the road. Children's individual dietary needs are acknowledged and met because the childminder takes account of the parents' wishes. As a result, the childminder provides a range of healthy meals and snacks of fruit and yoghurt. The childminder encourages children to learn about healthy lifestyles by sharing books and looking at vegetables and fruit when they go shopping. As a result,

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

children can identify what foods are good for them. Each baby has their own changing mat and older children are beginning to develop their understanding of the importance of appropriate hygiene routines such as, hand washing, in order to prevent the spread of infection.

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provision

The childminder has an appropriate knowledge of the safeguarding and welfare requirements for the Early Years Foundation Stage. Following the last inspection, the childminder has taken appropriate steps to meet the previous actions. As a result, she has added procedures such as, the non-collection of children, to assure their safety. The childminder reviews all safeguarding policies and risk assessments regularly to support her practice and identify potential risks to the children's safety. She has completed safeguarding training and has a sound knowledge of current safeguarding procedures to follow should she have a concern about children in her care. She presents all of her policies and procedures to parents. The childminder records any accidents or medication given. She holds a current first-aid certificate so that any accidents are dealt with effectively.

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provision

The childminder has a suitable understanding of the learning and development requirements. She makes detailed observations of the children, linking them to the stages of development in which they are working. This allows the childminder to identify the progress being made and any gaps in learning. However, the childminder does not always plan to support how children learn in different ways and offer experiences that give children the opportunity to think critically and make their own choices. The childminder demonstrates a willingness to continue to learn and develop. She reviews the Ofsted website for up-to-date legislation and seeks support and ideas for improving her practice from other childminders and parents. As a result, the childminder has made some improvements to the environment. The childminder understands the importance of self- evaluation and uses this to gain an overview of her strengths and areas for development,

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provision

Partnerships with parents are sound and the childminder has attended further training in order to support the needs of the children and the parents that she works with. She shares detailed information verbally and through home diaries, on a daily basis about children's care during their time with her. Files showing children's developmental progress go home regularly for parents to review. Therefore, parents are well informed about the progress children make. The childminder understands the importance of working with other providers of other settings and external agencies. She has begun to share information about children who are cared for jointly through a diary. Detailed information is shared with school staff to ensure children have a successful move 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 316689 Local authority Bury Inspection number 819049 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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