Childminder in Stockport

Inspection date

Previous inspection date 02/10/2014 02/10/2009

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early years provision

This inspection: 2 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 2

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This provision is good

 The childminder is experienced and has a good understanding of how children learn. She provides stimulating activities that challenge individual development. As a result of her good teaching, children are motivated and making good progress in all areas of their learning.  The childminder is a good role model. She has high expectations and uses appropriate explanation to help young children understand the consequences of their actions. As a result, they are becoming confident in their abilities and behave well as they play together.  Good partnership working with parents ensures continuity in learning and individual care practices. Consequently, children share warm and supportive relationships with the childminder. As a result, they are happy and emotionally secure.  Robust safeguarding procedures support children's welfare. Detailed risk assessments are used effectively to maintain a safe environment by minimising potential hazards.

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It is not yet outstanding because

 Children's ability to maintain concentration in activities requiring them to listen carefully, is not fully supported, due to the occasional distraction of the radio playing in the background.

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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 carried out a tour of the premises used for childminding purposes.

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Inspection activities

 The inspector observed the childminder interacting with children and held discussions with her throughout the inspection.

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Inspection activities

 The inspector looked at a selection of documentation, including observations and assessments of children's learning, risk assessments, safeguarding procedures, training records, qualifications, self-evaluation and children's records.

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Inspection activities

 The inspector looked at evidence of the suitability checks carried out for all adults living in the home.  The inspector took into account parent's written views.

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Information about the setting

The childminder was registered in 2005 on the Early Years Register and the voluntary and compulsory parts of the Childcare Register. She lives with her husband and two children aged 13 and 17 years, in a house in Bredbury, Stockport, Cheshire. The whole of the ground floor, including a bathroom, is used for childminding. There is a rear garden for outside play. The family has two pet dogs. The childminder attends toddler groups, the library and visits local parks on a regular basis. There are currently five children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder is able to take and collect children from the local school. She 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:

 consider the effect of background noise on children's levels of concentration and engagement and ensure that activities promoting children's communication and language development are carried out in an area where they can listen without distraction.

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who attend

The childminder has a good knowledge of how children learn and uses this well to provide stimulating activities across all areas of learning. During gradual admission visits, the childminder gathers information from parents about what their children can already do. She uses this information to establish starting points in children's learning. This means that the childminder is able to plan appropriate activities that enhance individual development by providing continuity of opportunity and sufficient challenge. She is skilled at supporting children's play. This is because she uses accurate assessments of children's development, to plan appropriate next steps for their learning, based around their individual interest. As a result, children are eager to participate in the activities and are engaged. The childminder uses appropriate questions to support young children's critical thinking skills. For example, as they explore making patterns in dough, she asks about the

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who attend

texture of the different tools they are using to make the imprints. The childminder encourages children to think about what they can see and feel. Young children explain the tools are prickly. The childminder enhances this by linking it to previous experiences and encourages children to remember past events. For example, she extends their thinking by asking them to consider which animal they have seen that is prickly. Children then delight in using different adjectives to describe the animals they have seen on their outings. They use their memory as they recall walks they have taken in the woods, lifting logs to explore the wriggly bugs. This supports children's knowledge of the natural world. Young children laugh as they talk about the squirrels they see and the speed they move. The childminder listens carefully to their recollections, reaffirming their comments. Consequently, young children concentrate and are keen to recall and talk about what they have experienced.

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who attend

This demonstrates that their language development is well promoted.

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who attend

Children demonstrate they feel secure with the childminder as they cuddle in close to listen to a story. The childminder is enthusiastic as she reads, asking children to join in with repeated refrains. She leaves appropriate gaps for children to join in with telling the story. This supports their engagement and understanding. However, in the background, the radio is playing and the commentary from it means that the childminder is talking over the sounds of other people's conversation. Consequently, opportunities for young children to hear the story clearly and to concentrate on the sound of the childminder's voice are not fully utilised. Children build independently to make a castle out of bricks. They extend their imaginative skills and concentrate as they persist in their task. Young children demonstrate a sense of pride as they explain they are, 'putting a bay window at the top'. This shows that children are becoming confident, independent learners as they have the

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who attend

opportunity to explore and develop their ideas. Consequently, they are well prepared for their next stage of learning when they move on to nursery or school.

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who attend

Young children play with resources that reflect differences in people in society. For example, as they play with a figure sitting in a wheelchair the childminder links this to their personal experiences. This enables them to talk about significant events in their own lives and to consider how people help each other. Young children enjoy matching pieces into puzzles, which supports their problem solving skills. The childminder introduces language of shapes as children play in the dough. As a result, young children explain they are making oval and rectangle shaped fish fingers. They are confident to describe the worms they roll with dough as small and compare them to bigger ones. This shows that young children are beginning to use appropriate language of comparative size, which supports their mathematical development. The childminder shares information about children's learning with parents through discussion, daily diaries and developmental

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who attend

records. She uses annotated photographs to show children engaged in learning. The childminder tracks children's individual development and shares this termly with parents. This means she is able to monitor gaps in children's learning. The childminder understands well the need to work in partnership with parents to seek support from other professionals when required, to enhance children's development. She has implemented the required progress check for children between the ages of two and three years. This means that the childminder is able to support parents' understanding of whether their children's learning is developmentally appropriate. Parents are encouraged to share ongoing information about their children's interests and learning in the home environment. The childminder values and supports this well, providing continuity for children. Consequently, because of effective teaching and strong partnership working, children are making good progress in

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

During gradual admission visits, the childminder gathers information from parents that enables her to recognise the unique qualities of individual children. She respects individual home routines and their interests, which supports continuity of care and helps children to settle. Consequently, they form warm attachments to the childminder, which enhances their emotional security. Children are happy and demonstrate that they enjoy playing with the childminder. They snuggle in close to her as they listen to her reading a story and laugh as they play. The childminder demonstrates she is sensitive to meeting individual needs, as she responds to gestures from non-verbal young children to be picked up and cuddled. Children explore the resources, demonstrating that they feel safe and secure in the childminder's home. Resources are at low level to support children to make choices about their play. Children are independently able to open the cupboard doors in the

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

playroom to choose additional resources. These are clearly labelled with images and words to help their understanding. The childminder encourages children to tidy away the resources, which helps them to keep the environment safe. Children enjoy the responsibility, explaining they 'have strong muscles' as they pick up the bricks.

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

The childminder is a strong, positive role model and sets high expectations for all children. She is consistent in her approach to setting boundaries of expectation. This means that children understand and respect them, which helps to keep them safe. For example, the childminder reminds children that they have to sit at the table if they want to eat. She uses appropriate explanation to help them understand possible consequences to their actions. For example, the childminder asks them to think about why they must not give her dog the toy sausages they have made with dough. She gives them time to gather their thoughts and think about what they want to say, which supports their language development. Young children explain that the dog may become poorly and have to go to the vet. Consequently, they remind each other not to let the dough fall on the floor. This shows that young children are helped in managing their behaviour by enhancing their

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

understanding. The childminder uses appropriate praise and encouragement to boost children's self-esteem. In the local community, children learn about road safety. They know the importance of pressing the button at the pedestrian crossing and waiting for the green man to flash. Children take part in regular fire drill practises to learn how to behave in the event of an emergency. Therefore, the childminder is teaching children about how to keep themselves safe. The childminder has an up to date paediatric first aid qualification. This means that she can take appropriate action quickly, in the event of a minor injury, to promote children's health and well-being.

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

The childminder provides healthy snacks, which support children's good health. For example, children are encouraged to eat fresh fruit, which helps them make healthy choices from a young age. The childminder respects home routines and parents provide meals from home, which supports continuity of care. Children play outdoors on a daily basis, in the back garden or on walks in the local wood. This exercise in the fresh air supports their good health and well-being. Children visit the local park to enhance their climbing and balancing skills, which helps them learn to take appropriate risks in their play. The childminder fosters children's independence where possible. For example, young children are encouraged to put on their own trousers after nappy changing. The childminder uses encouragement, as they have a go and try hard to put in their legs and then pull their trousers up. When children put them on back to front the childminder

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

encourages them to try again, which shows they are encouraged to persist at a task. Consequently, children are thrilled when they manage to succeed. The childminder encourages children to share the resources and to take turns. When young children take toys from their friends, the childminder is consistent in giving the toy back and reinforcing that, 'it is not kind to snatch'. As a result, children are learning to play well together. Children's learning is enhanced by accessing facilities in the local community. For example, they attend local playgroups to develop their confidence and friendships with others. As a result, children's social development is supported well. This means that they are acquiring the personal skills to help their future moves into nursery and school.

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provision

The childminder has a good knowledge of the safeguarding and welfare requirements and children's safety is well promoted. Extensive policies and procedures are shared well with parents and these are implemented through effective practice. The childminder minimises potential hazards through effective risk assessments for her home and for outings. She uses appropriate safety equipment, which supports maintaining a safe environment for children. The childminder has a thorough understanding of her safeguarding responsibilities and has, therefore, completed the required record checks for her son now that he is over 16 years of age. This means there are effective vetting procedures in place to support the protection of children. The childminder knows the correct procedures to follow, should she need to make a referral to help protect children from harm.

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provision

The childminder has a good knowledge of the learning and development requirements of the Early Years Foundation Stage. She holds a relevant qualification at level 3 and uses her knowledge of how children learn to provide good quality experiences for children across all areas of their development. She uses accurate assessments of children's development to plan appropriate next steps in learning. The childminder monitors children's progress by tracking their development over time and sharing this regularly with parents. She understands how to seek early intervention to support children's development when required. The childminder is not currently caring for any children that attend other early years settings. However, she understands the importance of developing effective links with other providers, when required, to support continuity of learning.

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provision

The childminder is experienced and demonstrates a desire to keep her knowledge up to date, by attending training. She also receives support from local authority advisers. The childminder has acted on the action and recommendations made at her last inspection. Therefore, she shows that she has a desire to continuously improve the service that she provides. The childminder is aware of her strengths and weaknesses and has identified realistic priorities that are meaningful and achievable. For example, she wants to learn sign language and develop her knowledge of Forest school approaches to learning. This will enable her to strengthen further children's communication skills and their learning in the outdoor environment. The childminder gathers parents' views from verbal discussions, their comments in daily diaries and progress reviews. Parents' written comments reflect that they are very happy with the service and the guidance the childminder provides. They

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provision

say they 'would not hesitate to recommend her to others', that she, 'plans great activities' and that, 'children settle quickly'.

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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 EY301201 Local authority Stockport Inspection number 820224 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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