Childminder in Tameside

Inspection date

Previous inspection date 09/10/2014 26/10/2011

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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

 The childminder plans activities around children's interests, as a result, they enjoy taking part.  The childminder implements effective safeguarding procedures. As a result, children are kept safe and are well protected.  The childminder respects individual routines and provides consistency of care. She builds warm, trusting relationships with children. This supports their emotional security.

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It is not yet good because

 Assessment procedures are not yet fully effective and children's progress is not monitored rigorously. This means that learning experiences do not always present sufficient challenge to help children make consistently good progress.  Strategies to encourage parents to share ongoing information about children's learning at home are not fully effective. Links with other providers are not secure enough to support consistency in the provision for children's learning.  Self-evaluation is not yet robust enough to fully monitor the quality of the provision and identify specific areas for development. It does not routinely take into account the views of parents to support continuous improvement.

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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 viewed 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, qualification and training records, policies and procedures and children's records.  The inspector reviewed evidence of the suitability of all adults within the home.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She holds an appropriate early years qualification at level 3. The childminder lives with her husband and daughter aged one year in a house in Droylsden. The whole of the ground floor and an upstairs bathroom are used for childminding. There is a rear garden for outside play. The childminder attends toddler groups and visits local parks on a regular basis. There are currently three children on roll, who attend for a variety of sessions, one of whom is in the early years age group. The childminder is able to take children to and collect them from the local school. Her provision operates all year round from 8am to 6.30pm, Monday to Friday, except bank holidays and family holidays.

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must:

 ensure that assessment is consistently undertaken for each child and ensure that the next steps in children's development are clearly identified, to understand their achievements, interests and learning styles in order to shape learning experiences to precisely match each child's individual needs.

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

 increase the opportunities for all parents to consistently share information in relation to their children's learning at home, to inform future planning and fully extend children's learning

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

 extend the arrangements for sharing information and partnership working with other providers 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:

 improve self-evaluation processes and incorporate the views of parents to assist in identifying areas for improvement.

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who attend

During admission visits, the childminder gathers information from parents about their children's interests and establishes some starting points for their learning. This means that she can plan initial activities to support their development. The childminder holds a relevant level 3 qualification and uses her knowledge of how children learn to provide activities that she thinks they will enjoy. As a result, they are engaged in learning experiences that cover all areas of their development and are generally making progress. Children make some independent choices about their play and in the main are learning skills that will help them in their future learning at school. The childminder makes written observations of children's learning and plans next steps to support their development. However, assessment procedures are not yet fully effective and systems to monitor children's development over time are not accurate enough. This means that the learning

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who attend

experiences are not always planned to incorporate sufficient challenge to help them make consistently good progress. The childminder shares information with parents about their children's learning through discussion and written records. This means that they are generally informed about their children's development. However, strategies to encourage parents to share information and promote learning at home on an ongoing basis, are not always used effectively. This means that opportunities for providing continuity in children's learning are not fully secure. The childminder is aware of the requirement to complete a progress check for children between the ages of two-and-three years. However, due to the ages of the children that she cares for, she has not yet completed one. The childminder knows how to seek additional support to aid children's development, if required.

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who attend

The childminder respects children's choices and their interests. She asks them what they want to do next, which shows that routines are flexible and built around individual need. Consequently, children enjoy playing with the childminder and are engaged in their play. For example, they print shapes, by dipping stencils cut from potatoes into trays of paint. The childminder asks appropriate questions about the shapes they make, promoting children's mathematical development. She enhances this play by promoting their critical thinking skills as children investigate the effects of mixing different colours of paint. For example, the childminder asks children to name the colours and guess what will happen when the colours combine. Children concentrate as they use their fingers to study the effect of rubbing different coloured paints together. They talk excitedly about what they can see happening and the new colour that emerges. The childminder encourages children

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who attend

to count the number of shapes they print, which enhances their numeracy skills. She adds descriptive comments to enhance their vocabulary. For example, she compares light pink and dark pink balls to support children's understanding of shades of the same colour. However, because assessment and planning arrangements are not fully effective children are not always challenged effectively to make as much progress as they could.

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who attend

The childminder reads stories and children enthusiastically join in with repeated refrains, which supports their language development. They choose pictures from the singing tin, making choices about their learning and singing familiar action rhymes linked to the image. Children push around toy cars as they use their imagination, making up a narrative to explain their play. The childminder enhances this by introducing new words such as 'phoenix', explaining it is a magical bird, to extend their understanding. Children interact with technology toys, pressing buttons to answer questions, reinforcing their knowledge of the noises certain animals make. This demonstrates that they are learning about the natural world and are able to persist in their self-chosen task.

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

Children demonstrate a sense of belonging and share warm, supportive relationships with the childminder. This close attachment helps children to feels safe and secure, which means that their emotional security is well fostered. As a result, children have the personal confidence to make their own decisions and follow their own ideas. This means that they are becoming independent learners. The childminder encourages children to be independent where possible. For example, young children learn to manage their personal hygiene and are encouraged to wash their hands when appropriate. The childminder talks to children about the importance of washing germs away to help to keep them healthy.

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

Effective partnership working with parents enables the childminder to respect individual home routines. Consequently, she is able provide continuity of care, which enables children to settle quickly. For example, parents bring meals prepared at home so children are able to eat foods that they are familiar with. The childminder knows the children well and supports their interests. As a result, they are happy and content. The childminder enhances children's understanding of a healthy lifestyle. For example, she encourages them to eat fresh fruit at snack times. Children play outdoors on a daily basis, which enables them to exercise in the fresh air. For example, children climb to the top of the climbing frame, explaining they are strong because 'they ate all of their dinner'. This also demonstrates that children develop their physical skills and learn to take appropriate risk in their play. The childminder enhances children's learning with trips into the local

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

community. For example, they attend local playgroups. This helps children to develop friendships and confidence with others, building on their social skills. This means that children are supported in developing personal skills that will support them in readiness for their move to nursery and school.

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

The childminder is a good role model and reinforces positive behaviour through effective use of praise and encouragement. This helps to boost children's self-esteem and their motivation to join in. For example, at tidy up time, children help to collect up resources and know where to put them. This is because they are familiar with the routine. The childminder helps children to understand the possible consequences of their actions. For example, she gently reminds them not to stand on the books. She explains that this could cause the books to rip and become broken. Children demonstrate that they listen to the childminder and that they have understood by modifying their behaviour. As a result, they are well behaved and becoming confident in their abilities. 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

Children learn about road safety as they walk in the local community. This helps them to understand how to keep themselves safe. The childminder carries out regular fire-drill practises so that children become familiar with how to behave in an emergency.

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provision

The childminder has a secure knowledge of the safeguarding and welfare requirements. As a result, she has a sound understanding of child protection procedures and children's safety is well promoted. The childminder is able recognise potential signs and symptoms of abuse. She knows the correct procedure to follow, should she need to make a referral to help protect children from harm. The childminder uses effective risk assessments for her home and for outings. This means that she maintains a safe environment by minimising potential hazards. The childminder has attended safeguarding training. As a result of implementing effective procedures, children's welfare is well supported.

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provision

The childminder has an emerging knowledge of the learning and development requirements of the Early Years Foundation Stage. She makes observations of children's play and plans activities that cover all areas of children's development. As a result, children make some progress in their learning. However, assessments of individual learning are not precise enough to ensure that planned next steps are sufficiently challenging for children to make consistently good progress. The childminder informs parents about the activities that children have taken part in. This provides some opportunity for continuity in children's learning. Parents contribute to the assessment of children's initial starting points in learning by explaining what they can already do and what their interests are. However, opportunities for parents to share information about ongoing learning at home are not sufficiently effective. Consequently, the childminder is

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provision

not able to make use of this information to plan precisely for children's next steps. The childminder cares for children that attend other early years settings. However, links with these other providers are not secure enough to ensure that they make a strong contribution to supporting consistency in children's learning and development.

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provision

The childminder attends a local childminding network group where she seeks advice to help her make improvements to her practice. She also receives support from local authority advisors. Since her last inspection she has acted on the previous action and most of the recommendations raised, demonstrating some desire to improve. The childminder has a process of self-evaluation and reflects on the strengths and weaknesses of the service she provides. However, arrangements are not thoroughly effective in supporting her to prioritise areas for development to ensure ongoing improvement. For example, weaknesses in the educational programme and the arrangements for partnership working have not been clearly identified or addressed. Furthermore, the childminder does not routinely take into account the views of parents to ensure that her provision fully meets the needs of the families attending.

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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 EY402784 Local authority Tameside Inspection number 875214 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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