Childminder, Out-of school day care in Stockport

Inspection date

Previous inspection date 16/10/2014 03/11/2009

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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 knows the children well because she observes children and accurately assesses their learning. She uses this information to plan a good range of experiences. As a result, children make good progress in their learning and development.  The childminder is fully aware of the procedures for safeguarding. Subsequently, documented policies and procedures are embedded in to the daily routine to ensure that children are kept safe.  Children form secure attachments with the childminder. A gradual introduction to her home and a good range of information gathered from parents helps children to settle quickly and enjoy their time at the setting.  The childminder successfully reviews her provision and planning for improvement is good to ensure that she continually meets children's care and learning needs well.

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It is not yet outstanding because

 The childminder has not established robust communication links with other settings that minded children attend, to fully complement their learning effectively.  Some planned creative activities focus too much on the end product, which means occasionally children do not always have enough time to use their imagination.

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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 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and child aged 13 in a house in Manchester. The whole of the ground floor and the rear garden 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. She collects children from the local schools. There are currently five children on roll, four of whom are in the early years age group and attend for a variety of sessions. 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:

 strengthen partnership working by ensuring there are robust communication links with the settings minded children attend, so that children fully benefit from a shared understanding and common approach to supporting their progress

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

 enhance opportunities for children to gain confidence in representing their own ideas, during planned creative activities, by giving them enough time to investigate a range of media.

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who attend

The childminder gathers a good range of information from parents upon entry. Therefore, she can offer initial activities based on what children can already do. She has an effective system to monitor and track children's learning through accurate observations and assessments. This means she has a clear understanding of children's next steps in their learning and development. This information is then used to inform planning of a broad and balanced range of challenging activities, which match individual learning needs. As a result, children make good progress given their starting points and acquire the necessary skills to be ready for the next stage in their learning and school. The childminder has established relationships with the local school and teachers, she holds general discussions with them at the end of the day. However, discussions do not focus enough on individual children's development to fully complement learning in school.

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who attend

Children's language and vocabulary is developing well. The childminder skilfully provides good examples of spoken language, conversing naturally with children. When children use sounds to demonstrate their needs, the childminder encourages them to use words, which supports them in effective communication. The childminder asks children open questions, such as 'What does it feel like?', which encourages children's conversations and thinking skills. The childminder takes children to activity sessions in the community, which gives children the opportunity to socialise in larger groups. Children are developing an understanding of shape, space and measure as they successfully post envelopes into the post box. The childminder takes children to visit the farm, where they experience good opportunities to develop their understanding of the world.

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who attend

Children have a good range of opportunities to make marks. For example, there are felt tip pens and paper freely available for children to access. Children enjoy experimenting with the changes that happen when they mix paint together, which supports their creativity. However, some planned creative activities focus too much on the end product and hinder children's opportunities to represent their own ideas through media. The childminder keeps parents informed well about the experiences children engage in while at the setting. For example, she has created a display board with a range of photographs on, which show the children undertaking a broad range of activities across the seven areas of learning. This enables the parents 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 a good relationship with the children. She creates an environment in which children feel emotionally safe to explore the resources and choose what they want to play with. Younger children regularly return to the childminder for a cuddle and then continue to play after they have been reassured. The childminder talks with the children about their experiences, while looking at photographs, which creates a good sense of belonging. The childminder ensures children's individual needs are met through good liaison with their parents. She uses a daily diary to keep parents informed about how children's care needs have been met. Therefore, a consistent approach is created. Children display high levels of independence because the childminder encourages them to take responsibility relative to their age. For example, children put on their own coats and take the lids of pens without any support.

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

Children may take as long as they need to settle in their new surroundings with their parents and to get to know the childminder. The childminder talks to parents in detail about their children's needs and routines before they start so that their needs are fully met. The childminder supports good behaviour by giving children clear explanations. She gets down to their level and supports them in understanding how their actions affect others. Therefore, children are developing a growing awareness of how to behave. In addition, she offers lots of praise and encouragement, which builds children's confidence and self-esteem. Consequently, children are emotionally well-prepared for their next stage of learning. The childminder supports children's understanding of risk by explaining to them how they need to keep themselves safe. For example, when children sit on the edge of chairs the childminder moves them to the middle and explains the dangers.

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

Children have access to fresh drinking water throughout the day, therefore, they are adequately hydrated. The childminder employs good hygiene practices. For example, children wash their own hands before eating and after activities, and they each have their own hand towel. Children have regular exercise by regularly visiting the park to use the equipment. They can also access activities in the garden. Therefore, they have good access to fresh air and are developing healthy habits. The childminder provides children with a healthy balanced diet, which allows children to gain adequate nutrition. Children learn effectively about healthy lifestyles through daily conversations, such as why children need to wash their hands.

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provision

Children are safe in the childminder's care as she has a secure understanding of her role in ensuring that the provision meets the safeguarding and welfare requirements of the Early Years Foundation Stage. The childminder has a good understanding of the signs and symptoms of abuse and the procedures to follow should she have any concerns regarding a child in her care. Therefore, she is able to act swiftly should any concerns arise. The childminder undertakes safety checks of the premises and puts into place measures that minimise the risk to children. For example, she ensures the front door remains locked with the keys close by. The childminder implements appropriate safeguards to ensure images of children are appropriately managed. For example, the childminder locks her phone with a pin code so others are not able to access the images and she deletes the pictures as soon as they have been used.

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provision

The childminder reflects on her practice when reviewing aspects of her service. She has a good improvement programme. For example, through reflecting on her practice she has labelled all the toy boxes with pictures and words, so that children know where things belong and understand that print carries meaning. She also involves parents more in their child's learning to complement their experiences at home. The childminder has a clear system in place for monitoring the educational programme and has improved the use of observations and assessment information to plan activities, since the last inspection. The tracking of children's progress clearly shows the areas where children make least progress. The childminder then uses this information to plan future experiences for the children. Therefore, all children make good progress based on their starting points. The childminder keeps herself up-to-date by sharing practice with other childminders. In addition, she

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provision

receives regular newsletters from the local authority. Therefore, the childminder is able to continuously improve.

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provision

The childminder has had general conversations with the other settings children attend about their care. However, the relationships are not yet secure enough to create a fully consistent approach and share effective information about children's learning. The childminder speaks to parents each day and welcomes their feedback about her service. She shares children's learning journeys with them and parents comment how pleased they are with the progress the children have made. The range of ways the childminder and parents work together provides good support for children in making good progress in their learning and development. The childminder understands the need to work with other professionals should the need arise.

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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 EY393188 Local authority Stockport Inspection number 879180 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

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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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