Childminder in Tameside

Inspection date

Previous inspection date 03/09/2014 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 childminders quality of teaching is good. She is planning activities which meet the needs and interests of the children. As a result, children are making good progress in this setting given their starting points.  The childminder has established secure attachments with the children. As a result, their emotional well-being is met and they are developing their independence. Parents comment they are happy with this setting and the care which their children are receiving.  Arrangements for safeguarding children are effective and clear policies and procedures are implemented well. The childminder regularly refreshes her knowledge and understanding to ensure this is accurate and current.  The childminder has in place good systems for reflecting on her practice. Therefore, she is constantly striving to improve her provision and the experiences available to children.

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It is not yet outstanding because

 The childminder does not always take full account of the views of parents with regard to children's starting points. As a result, she is less able to fully monitor children's early progress.  The childminder is not consistently providing all parents with information on how they can support their children's learning at home.

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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 environment.  The inspector held meetings with the childminder.  The inspector looked at observation and assessment records of the children.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and adults coming in to contact with the children, and the childminder's improvement plan.

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Information about the setting

The childminder was registered in 2014 and is on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and adult child in a house in Denton, Tameside. The whole of the ground floor and the rear garden are used for childminding. The family has two dogs as pets. The childminder attends toddler groups and activities at the local children's centre. She visits the shops and park on a regular basis. There are currently three children on roll, all of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7am to 5pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 enhance systems to fully obtain the views of parents when assessing the children's starting points to ensure a comprehensive assessment is gathered

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

 strengthen systems for supporting parents to promote children's learning at home.

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who attend

The childminder's quality of teaching is good. She has a good understanding of how to meet the learning and development requirements. She provides a broad and balanced curriculum, which covers all areas of learning, with activities and themes based around children's interests and abilities. She gets to know each child's learning style and organises a good balance of adult-led and child-initiated play. This helps children to engage in purposeful play and make good progress in their abilities and skills. For example, the childminder organises a messy play activity where a variety of materials are made available to the children to explore with their hands. The childminder supports the children by getting onto their level and modelling play, as well as talking with them continually as they play. She uses key vocabulary and repetition to help children become familiar with new words and is skilled at developing conversations. The indoor and outdoor

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who attend

environment is stimulating, exciting and well organised into areas of continuous provision, which are effectively linked to all the areas of learning and development. There is a range of resources which are accessible to all children, enabling them to independently select what they want to play with. The childminder knows the children very well in this friendly setting and has a child-centred philosophy, which puts the child at the heart of what they do. The childminder takes responsibility for maintaining a development file for each child. This contains observations of the children throughout their time at this setting. The childminder has high expectations for all children based on initial assessments, which are gathered on entry. However, the childminder is not yet gathering the views of parents in relation to the children's starting points, as a result a comprehensive assessment is not yet being completed. The childminder uses ongoing assessments effectively to get to know

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who attend

the children's interests and preferred means of learning. As a result, the childminder is planning next steps in learning, which are suitably challenging and meet the individual needs of each child.

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who attend

The childminder provides the children with a wide range of opportunities, activities and experiences to promote their communication and language skills. Children enjoy chatting with the childminder and are becoming confident talkers. The childminder uses clear single words and short sentences to support the children's emerging interest in language. Children enjoy looking at books and singing songs with the childminder. Children see lots of words and word labels in the play environment as well as flash cards to support their understanding. The childminder uses the beginning sound of words to encourage children to learn about letter sounds and the alphabet. As a result, children know that print carries meaning and are becoming familiar with the alphabet. The children are provided with ample opportunities to develop their physical skills. For example, younger children enjoy the freedom to move around outdoors and practise their walking skills, while more

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who attend

confident children enjoy playing with scooters and trike's. Children are learning through interesting and challenging activities, which have been purposefully planned to meet the individual needs of each child. As a result, children are making good progress and are well prepared for their next stage in learning.

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who attend

The childminder is working effectively with the wider early years team in the local children's centre. She is aware of the importance of establishing links with the local primary schools in preparation for children making the move between settings. The children enjoy the opportunity to attend a variety of classes at the children's centre. These support the development of their social skills as they are learning to interact with others and share and take turns. The childminder has established effective partnership arrangements with the parents and provides verbal and written feedback regarding the children's learning experiences. Parents are encouraged to review their children's development files on a regular basis. However, the childminder has not yet implemented systems for supporting all parents to promote and guide children's learning at home.

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

The childminder is a very effective key person for minded children. She tailors the settling- in process to make sure that children and parents are confident to separate, and children soon become secure and settled. They are confident to explore and benefit from the childminder's warm and engaging manner. As a result, children feel a strong sense of belonging and their emotional well-being is consistently supported. Parents complete a registration form for their children upon entry. This provides the childminder with detailed and meaningful information on the children's care routines, health requirements, allergies, special dietary needs and food preferences. The childminder has created a good learning environment in her home. Children can easily reach a wide range of toys and play equipment, which includes natural, household and homemade items. This helps to support their independence and curiosity to explore. Outdoors, children have open space to

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

explore nature and can also choose activities from across the curriculum, which suits active learners.

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

The childminder adopts positive behaviour management techniques and provides the children with clear guidance and positive reinforcement on what is acceptable behaviour. Children are supported to manage their own behaviour because the childminder explains to them the importance of sharing, taking turns and being kind to each other. As a result, children demonstrate a secure level of understanding of the behavioural expectations, appropriate for their age, and demonstrate good self-control. The childminder supports children's emotional well-being through supporting their different feelings and emotions, in particular, providing cuddles and reassurance for children who are unsettled. As a result, children develop an understanding of their own emotions and feelings and those of others and are emotionally well-prepared for their next stage in learning. Children are learning to follow routines as they have time for play before snack and sleep time. The childminder is

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

encouraging the children to learn about keeping themselves safe through regular discussions about road safety during their trips out. The children know how to take sensible and age-appropriate risks in their play. They are given a chance to engage freely in adventurous play, such as climbing on large crates in the garden. The childminder supports the children to learn to assess their own skills and match them to different environments.

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

Children are progressing well as they are encouraged to be independent and manage their own personal care needs where appropriate. For example, the childminder encourages them feed themselves independently. The childminder supports children's knowledge and understanding of hygiene through explaining why she cleans their hands after messy play and before snack. The childminder provides children with home cooked, healthy and nutritious food and ensures that all mealtimes are sociable. The childminder supports the children while they are enjoying a selection of fruit and toast for snack. As a result, the childminder demonstrates the importance of healthy eating. Children have access in all weathers to the outdoor area where they enjoy fresh air and regular daily exercise.

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provision

The childminder has a good knowledge of safeguarding practice including the role of the Local Area Designated Officer and the circumstances of when she would need to contact them. The childminder has attended appropriate safeguarding training. As a result, she is aware of her responsibilities and knows what to do and who to contact in the event of a cause for concern. Policies and procedures are concise and there is a safeguarding statement, which is made available to all parents. Risk assessments and daily checks of this setting are thorough, and include a risk assessment of the childminder's pets. Accident recording and reporting procedures meet requirements, which ensure that children are well protected within a safe and secure setting. Children are constantly well supervised to ensure they remain safe. Appropriate checks are carried out on all adults living in the childminder's home. The childminder has attended an appropriate first-aid training course,

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provision

therefore, is trained to deal with emergencies of this type. The childminder has in place records of the children attending and their attendance patterns. The childminder has in place valid public liability insurance.

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provision

The childminder has a good knowledge of the Early Years Foundation Stage and her responsibilities to meet both the welfare requirements and the learning and development requirements. There are effective systems in place for evaluating and reflecting upon activities, which ensures the childminder is maintaining a good quality of teaching. The childminder has in place a training plan, which supports her to continuously improve her professional practice. The childminder regularly reflects on her practice and provision and is regularly setting targets for improvement and striving to achieve these to ensure that her setting is continuously improving. The childminder is setting up a network group for local childminders to enable them to share best practice. This demonstrates that the childminder has a clear action plan to make improvements to her provision.

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provision

The childminder understands that developing strong relationships with parents and external agencies has a significant impact on children's learning and the care she provides. She builds and maintains partnerships with parents through taking time each day to discuss their children's learning experiences and achievements, as well as their care needs. Parents written comments speak highly of this setting and the childminder. The childminder is aware of the requirement to establish effective partnership working with primary school in preparation for children making the move between settings in the future. The childminder has established good relationships with the local children's centres which contribute to meeting the children's needs and preparing them for the next stage of learning.

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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 EY473953 Local authority Tameside Inspection number 960773 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 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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