Childminder in Manchester

Inspection date

Previous inspection date 26/09/2014 19/11/2012

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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

 Teaching is rooted in the childminder's very good knowledge and understanding of the Early Years Foundation Stage and how children learn. As a result, children make consistently good progress in relation to their starting points.  Children are well settled, happy and secure because they develop strong emotional attachments with the childminder, who knows them very well. This effectively promotes their all-round well-being.  The childminder has a thorough understanding of the safeguarding and welfare requirements, and the procedures to follow to ensure children are consistently protected from harm. She effectively identifies risks and minimises them so that children can play and learn in a safe environment.  Partnerships with parents and other early years providers are strong, and make a significant contribution to meeting children's needs. Children receive consistency and continuity in both their learning and care.

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It is not yet outstanding because

 Children's access to resources, such as books, are not managed as effectively as they could be so that they have opportunities for spontaneous self selection.  The childminder has not yet fully considered the impact of her training and any professional development undertaken on the outcomes for the children attending her setting.

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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 children's activities in the kitchen and lounge.

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Inspection activities

 The inspector held discussions with the childminder and talked to children throughout the inspection.

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Inspection activities

 The inspector checked evidence of the suitability and qualifications of the childminder.

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Inspection activities

 The inspector looked at various documents, including a sample of policies and procedures, planning, observation and assessment systems, and children's individual learning records.

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Inspection activities

 The inspector took account of the views of parents from written feedback in questionnaires obtained by the childminder.

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Information about the setting

The childminder was registered in 1994 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in the Chorlton-Cum- Hardy area of Manchester with her adult son. The whole of the ground floor of the house is used for childminding purposes. There are enclosed front and rear gardens for outside play. The family has two pet cats. There are currently eight children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder is a member of the Professional Association for Childcare and Early Years and receives support from the local authority.

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

 enhance the way books are stored so that they are more easily and spontaneously accessible to all children

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

 consider the impact of training and development opportunities in order to further strengthen practice and sustain good outcomes for children.

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who attend

Children's enthusiasm for learning is harnessed and enhanced by the childminder who has a very good understanding of how to capture children's interests. She recognises fully that children learn through play and uses their interests as a basis for learning. For example, she knows that babies enjoy singing songs and rhymes, and provides a wide range of props and puppets to further enhance their enthusiasm and motivation. They squeal with delight and excitement as they take out a sheep from a bag and sing a popular nursery rhyme over and over again. Teaching techniques are strong and rooted in the childminder's very good knowledge of child development and the Early Years Foundation Stage. As a result, children's individual needs are well met and they make consistently good progress from their starting points.

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who attend

The childminder provides children with a wide range of resources to develop their natural sense of curiosity and promote their exploratory skills. For instance, babies investigate treasure baskets filled with objects, such as stones, shells, sponges, scarves and balls of different textures. Children develop good social skills because the childminder teaches them to cooperate, share, take turns and negotiate as they play. Their learning is further extended as they visit shops and local places of interest, where they learn to socialise with children and adults away from the childminder's home. The childminder is particularly skilled at helping children to develop their communication and language skills. For example, she talks to children during play and daily routines, introduces new words to extend their vocabulary and asks open-ended questions to develop their thinking skills. In addition, the childminder recognises the sounds that babies use to communicate and

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who attend

babbles back to them to promote their understanding of two-way conversation. Children have daily access to the garden, where they have opportunities to practise and develop their muscle control and coordination. For example, they ride wheeled toys, climb and dig and have the freedom and space to run around. Consequently, children successfully acquire the skills, abilities and attitudes that prepare them well for the next stage in their learning, and eventually, school.

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who attend

The childminder's accurate and precise observations and assessments of children identifies their needs and she uses this information to inform future planning. The childminder obtains detailed information from parents, when children first attend, about children's learning and development, favourite activities and individual interests. The childminder uses this information together with her observations, as an effective starting point to plan for children's future learning. As a result, children's progress is effectively tracked through a continuous assessment of their achievements. This helps the childminder to support them to make good progress in their learning and development as their unique needs are recognised and planned for. In addition, the childminder can quickly identify any gaps in children's learning and seek external support and intervention, if necessary. Children's learning records contain a wide range of information, including photographs and detailed

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who attend

observations linked to the seven areas of learning. Partnerships with other providers are strong and make a significant contribution to meeting children's needs. The childminder liaises very closely with the nursery which some children also attend, which effectively promotes continuity of care and learning. The childminder also shares two-way information with parents about their children's learning in the provision, and at home, through daily conversations and comments from parents in children's learning records. This ensures that parents are kept fully informed of their children's progress. The childminder is also able to build on children's learning at home and successfully help parents to continue to support their children's learning.

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

Warm and close relationships between the childminder and children are a key strength in this setting. Children feel valued and nurtured because the childminder is caring towards them and very attentive to their needs. They demonstrate that they are happy by smiling and wrapping their arms around the childminder for cuddles. Children thoroughly enjoy one-to-one times, when they sit on the childminder's knee. She also spends time on the floor with babies, who benefit from her constant attention and support, engaging in activities, such as playing peek-a-boo, exploring treasure baskets and participating in messy play. There is a clear bond between the childminder and the children as they laugh, talk and play together. The childminder is full of fun, and children are clearly interested, excited and motivated by her enthusiasm.

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

Arrangements for settling new children in are effective as the childminder organises pre- visits to build up their confidence. She talks to parents to find out about children's interests and care routines. The childminder successfully mirrors home routines in her setting, and as a result, there is good continuity of care. She provides opportunities for children to make choices in their activities but also, very importantly, provides a familiar routine which promotes their emotional security. Children develop good self-help skills because the childminder teaches them to adopt a can- do attitude and encourages them to do things for themselves whenever possible. Their good health and self-care is securely embedded as they attend to their own care needs where appropriate. For example, babies are supported to independently wash and dry their hands in the bathroom and older children are encouraged to put on and take off their coats and shoes. This prepares

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

children in readiness for school. This means that children are well equipped for the next stage in their learning. However, some resources, such as books, are not always easily accessible for all children to enable them to spontaneously choose what they would like to look at.

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

The childminder uses praise, clear guidance and boundaries to manage children's behaviour that are appropriate to their levels of understanding. She teaches them to share, distracts them with other resources and talks to them about how their actions affect the feelings of others. The childminder teaches children about keeping themselves safe, both within the home and when on outings. She teaches children about road safety when out walking and practises regular evacuation procedures so that they know what to do in an emergency. Children learn the importance of healthy eating because the childminder provides them with nutritious snacks and meals, and encourages them to try new foods and textures. She talks to children about foods that are good for their bodies and help them grow. Children have daily access to outdoor play to enjoy regular fresh air and exercise and the provision of quiet, cosy areas within the indoor environment give

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

them opportunities to rest and relax. The childminder models good hygiene practices and teaches children the importance of washing their hands before eating and after using the bathroom. As a result, children's health and hygiene is successfully promoted, which in turn has a positive impact on their physical and emotional well-being.

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provision

The childminder has a secure knowledge and understanding of how to protect and safeguard all children, and this is central to her practice. She is fully aware of the signs and symptoms of abuse, and what to do and who to contact if there are any child protection concerns. Parents receive a copy of the safeguarding policy and are informed of the procedure to follow should they have any concerns about the childminder or her associates. The childminder has a set of detailed policies and procedures, which are consistently implemented. Children's safety is further enhanced through the implementation of rigorous risk assessments and daily checks of the indoor and outdoor environment. Furthermore, the vigilance of the childminder, consistent supervision of children and security systems, such as locks on doors mean that children learn and play in a safe environment.

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provision

The childminder oversees the educational programme and ensures it is effective so that children have access to a broad and balanced curriculum that covers all seven areas of learning. She successfully monitors observations and assessments and reviews children's learning records to ensure they accurately reflect children's learning and progress. This enables her to quickly identify gaps in children's learning, plan appropriate activities to support them and seek out advice and intervention from external professionals, if necessary. As a result, children's individual needs are successfully met. The childminder is fully committed and this is reflected in her enthusiasm and the enjoyment she demonstrates when interacting and playing with the children. She accurately identifies the strengths and areas for development of the provision, through an effective self-evaluation process. In addition, the childminder uses a self-reflection document to identify areas for

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provision

development and to formulate an action plan for future improvements. All actions and recommendations from the last inspection have been successfully addressed. The childminder talks to children about their ideas and seeks the views of parents through verbal discussions and written questionnaires. She is proactive at seeking support and advice to help her to improve. For example, she works alongside another childminder to share good practice and welcomes support from the local authority. However, the childminder has not yet fully developed a targeted and extensive programme for her own professional development based on her evaluation of the impact of her provision. Consequently, there is scope to target her improvements to her good knowledge and skills to further enhance learning outcomes for children.

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provision

The childminder has a secure understanding of how working very closely with parents has a positive impact on children's learning and development. Children's learning records are shared with them and they access a broad range of information in the form of verbal communication and daily diaries. The childminder has systems in place for working with other early years providers, such as local schools and nurseries which some children also attend. These are effective and successfully promote continuity and consistency for children's individual care and learning. Parents are highly complimentary about the childminder and the service she provides. They comment that their children are happy, have fun and feel safe and secure within the childminder's home. Many children have been in her care for several years. Parents state that the childminder is calm and experienced, and is viewed as an extended part of their family. They are appreciative of

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provision

the information they receive about their children's learning and progress.

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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 500479 Local authority Manchester Inspection number 985228 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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