Childminder in Stockport

Inspection date

Previous inspection date 15/09/2014 Not Applicable

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder provides a balance of adult-led and child-initiated play, planned from the children's needs and interests, which helps the children make steady progress in their learning and development.  The childminder demonstrates a suitable understanding of safeguarding, the signs and symptoms of abuse and referral process. This means she is clear about how to respond should she be concerned about the welfare of a child in her care.  Children benefit from secure attachments to the childminder. As a result, they are confident, happy and have a strong sense of belonging.

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It is not yet good because

 The childminder lacks knowledge of the progress check for children between the ages of two and three years. Consequently, there is no system in place to provide parents with a summary of their child's development between the ages of two and three.  The childminder lacks knowledge of the progress check for children between the ages of two and three years. Consequently, there is no system in place to identify gaps in learning at an early stage or to provide parents with a summary of their child's development between the ages of two and three.  Systems of self-evaluation to improve provision are generally successful, however, some areas of weakness have not been identified.

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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 and interaction between the childminder and the children during play.

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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 looked at documents relating to the Early Years Foundation Stage provided by the childminder, including children's assessment records and evidence of the suitability of the childminder.  The inspector carried out a joint observation with the childminder.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in a house in Heaton Chapel area of Stockport. The lounge and kitchen on the ground floor and one bedroom on the first floor are used for childminding. 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 two children on roll, both of whom are in the early years age group and attend for a variety of sessions. She operates all year round, from 9am to 6pm, Monday to Friday, except bank holidays and family holidays. She also offers overnight care.

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must:

 develop knowledge and understanding of the progress check for children between the ages of two and three years, in order to ensure that parents are provided with a short written summary of their child's development in the prime areas when they are aged between two and three years

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must:

 strengthen existing partnerships with other early years providers to consistently share children's learning, in order to complement and support their individual developmental needs.

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

 extend self-evaluative practice so that it is rigorous and focuses on the weakest areas, so as to continuously analyse and self-challenge to improve quality.

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who attend

The childminder observes the children daily and makes some links to the areas of learning. This gives her general information about what children can do and enables her to support children's learning adequately in most areas of learning. However, she has a poor knowledge of the progress check for children between the ages of two and three years, therefore, there is no procedure in place to undertake the check when the need arises. This means that any gaps in children's learning are not securely identified and that parents are not fully involved in their child's learning. The childminder attends social groups with the children to help develop their social skills. Children are developing their imagination as they play making breakfast and drinks with the toy kitchen set. Children are developing their problem solving skills as they work out how to put jigsaw pieces together. The childminder supports them with their thinking and understanding of early mathematical

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who attend

concepts by drawing their attention to the different shapes of the pieces.

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who attend

The childminder uses appropriate teaching techniques, which support children in making adequate progress in their learning and development. She aids children in developing the basic skills they need, in order to learn effectively and they are, therefore, appropriately prepared for school. For example, they read stories together talking about the animals in the book. This supports children's love of books and literacy skills. As part of the story they talk about the size and features of the animals, which supports children's mathematical awareness. The childminder engages in conversations with the children throughout play, which supports children's communication and language skills. Children draw on paper and are starting to form recognisable marks, which contributes to their physical development.

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who attend

Partnerships with other providers of the Early Years Foundation Stage where children attend have not been established. Therefore, the childminder does not know what experiences children encounter elsewhere and so cannot create consistency in the approach to teaching and learning. The childminder gathers a range of information from parents before children start, which enables her to provide initial activities based upon what children can already do. She shares children's activities with parents verbally at the end of each day, which enables them to continue the learning at home.

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

The childminder has not gained information from other providers in the Early Years Foundation Stage, who provide shared care regarding to children's routines and learning. Therefore, a fully consistent approach has not been created. The childminder supports the children's behaviour well as she gives them clear explanations of how they should behave. For example, she explains to children they must put one activity away before they begin another one. Children generally listen to the childminder and behave well. The childminder supports children's understanding of risks. For example, she talks to them about road safety and has practised fire drills so they understand what to do in an emergency.

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

Parents discuss their children's health and their familiar care routines at enrolment and they are offered settling-in sessions. This helps the childminder to get to know children and begin to form attachments, which supports children's emotional well-being. Children have good relationships with the childminder. They cuddle into her, smile, laugh and talk away happily, demonstrating they feel safe and secure with her. Children's individual needs are catered for because there is a two-way flow of information shared between the parents and the childminder regarding children's routines and home lives. For example, children bring a full bag of belongings from home, including games and books, and the childminder plays with them using the familiar resources. The good emotional support offered means children are prepared for their next stage of learning. Children are becoming independent as they articulate the activities they want to engage in

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

and choose from the resources available. They manage their own personal needs relative to their age. For example, they are confident to say when they need to use the toilet and are given positive reinforcement for their efforts. Children eat their lunch independently. Parents provide children's meals and the childminder gives them fruit and water throughout the day, which contributes towards a healthy lifestyle. The childminder takes children out to the park or on walks daily, which means they have regular access to fresh air and exercise.

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provision

Ofsted received some concerns regarding the childminder's suitability. At a recent visit by Ofsted, the childminder received a notice to improve to ensure that all adults living on the premises were subject to appropriate vetting processes. Since this time, the childminder's partner has moved out of the property and never visits while children are present; therefore, she is no longer required to undertake appropriate vetting processes on her partner. The childminder has an appropriate understanding of her duty to safeguard children. This includes knowing that she must notify Ofsted of any individual who lives at her premises and to ensure that the necessary suitability checks are completed. The childminder also understands that she must ensure that no person, including herself, is under the influence of any mind-altering substance, such as alcohol, when minded children are being cared for or are present. The childminder has recently attended

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provision

safeguarding training, which has contributed towards her awareness of the Local Safeguarding Children Board procedures. She demonstrates a suitable understanding of child protection issues and appropriate action to take, to protect children's welfare. The childminder undertakes risk assessments to identify hazards and she minimises these by having a number of safety measures in place, such as, stair gates, plug sockets covers and the use of reins while on outings, which contributes towards keeping children safe.

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provision

The childminder oversees the educational programme on a daily basis, spontaneously supporting learning. However, she has a poor knowledge of the required progress check for children between the ages of two and three years. Therefore, she cannot undertake the check when the need arises. The childminder has taken some steps to improve her practice and sought support from a local authority development worker. However, she has failed to identify weaknesses in her knowledge and partnership working. The childminder does not have robust systems in place which enable her to identify and improve upon weaknesses. As a result, procedures to monitor and evaluate the provision are currently not fully effective in promoting a culture of continuous improvement.

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provision

The childminder has not linked with other settings, which children attend; therefore, she is unable to create a fully consistent approach to meeting the care and learning needs of the children. The childminder offers an open and flexible approach to the service she offers, which on occasions involves caring for children for extended hours, overnight or at weekends, according to parents' shift patterns. The childminder has suitable lines of communication with them, which involves regular verbal updates of children's care and learning. Children's assessment records are available should parents wish to view these, which contributes towards a shared understanding of how children's needs are met.

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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 EY442191 Local authority Stockport Inspection number 965714 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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

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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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