Childminder in Oldham

Inspection date

Previous inspection date 17/10/2014 28/04/2009

p.1

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

p.1

This provision is good

 The quality of teaching is good, and as a result, children are eager and motivated to learn and make good progress towards the early learning goals.  Children are very happy and settled in the welcoming, family environment and their individual needs are fully met as the childminder shares daily information with parents about children's well-being and routines.  The childminder has a comprehensive understanding of safeguarding procedures, so children are effectively protected if these need to be implemented.  Partnerships with parents and schools are effective. This enables the childminder to share purposeful information, which effectively supports children's development at the setting, school and home.

p.1

It is not yet outstanding because

 The opportunities for younger children to use a highly stimulating range of natural materials and real-life objects to further develop their existing good investigative skills are not maximised.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector had a tour of the premises used for childminding.

p.2

Inspection activities

 The inspector observed children's play and staff interactions and spoke to the childminder at appropriate times during the inspection.  The inspector undertook a joint observation with the childminder.

p.2

Inspection activities

 The inspector looked through children's observations and assessment records, checked evidence of the suitability of the childminder, discussed her self-evaluation processes and reviewed a selection of records and policies.  The inspector took into account the views of parents in letters.

p.2

Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, and two children, in a house in Oldham, Manchester. The whole of the ground floor and toilet on the first floor are used for childminding. The family has a cat, guinea pigs and lizards as pets. The childminder attends a toddler group and activities at the local children's centre. She visits the shops, library, local fields and park on a regular basis. She collects children from the local school. There are currently four children on roll, of whom three are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays.

p.3

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

 expand play opportunities and provide a wider range of natural materials and real life objects to enable younger children to investigate different textures and make sense of the world around them.

p.3

who attend

The childminder has a secure knowledge and understanding of children's needs and interests. Through discussions with parents and through observations she makes of the children, she has an accurate understanding of their needs. Observations are thorough and linked to the different areas of learning. Consequently, the childminder has a good knowledge of individual children and knows how to plan challenging activities for the next steps in their learning. The childminder makes an assessment of children's achievements on a regular basis, which means she has high expectations of all children and quickly identifies, and addresses, any gaps in learning. The childminder asks parents to share information about what their children already know and can do. She uses this information well to measure their progress effectively and to inform her planning. As a result, children are working comfortably within the typical range of development expected for their age.

p.3

who attend

The childminder has an effective system for carrying out the progress check for children aged between two and three years. The written summary is shared and agreed with parents. Consequently, parents have a good understanding of their children's learning and development and can support their learning at home.

p.3

who attend

The childminder knows the children very well. She interacts with the children as they play and intervenes sensitively to enhance activities, in order to extend their learning. For example, the childminder introduces sounds in play as she rolls the cars back to the children. The quality of teaching is good and children learn through a positive balance of adult and child-led activities. Children's communication and language skills are given a high priority at all times. The childminder provides good commentary of their play, asks open ended questions and introduces counting as the children build towers with blocks. Children are taken out and about to places of interest regularly, such as, to parks and play centres where they are enjoy active play, which helps to develop their physical skills. Children visit toddler groups where they learn how to socialise and to play cooperatively with other children. However, some opportunities for younger children to further extend

p.3

who attend

their good investigative skills are not fully explored through the use of a wide range of natural materials and real life objects. In spite of this, children are making good progress towards the early learning goals and are acquiring the skills they need for school.

p.4

who attend

The childminder has established effective partnerships with the parents and involves them well in their child's learning by providing daily, verbal feedback regarding their learning experiences. Parents express that they are happy with the information they receive about their child's learning experiences and feel that the childminder supports them well through the advice provides.

p.4

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

Children are extremely happy and have a strong bond with the childminder who is a positive role model. She provides a warm, homely environment, which significantly helps children to feel relaxed and emotionally secure. The childminder knows the children very well and she recognises when they need reassurance and comfort. As a result, the children show they feel safe and secure and they happily approach the childminder for cuddles and hugs when they are tired. Settling-in sessions are used to build relationships with the parents and help to settle children into the provision. The childminder uses the sessions to verbally gather information from parents concerning their child's individual care needs and routines which are recorded in an All about me document. This provides the childminder with detailed and meaningful information on the child's care routines, health requirements, allergies, special dietary needs and food preferences. The settling-in

p.4

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

period is tailored for each child and their parents to ensure that the child's individual needs are being met. Consequently, the childminder knows they well and the children benefit from consistent care.

p.4

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

The safe, stimulating environment promotes independence and confidence as the children access the resources themselves. There is plenty of space, so children can spread out their toys and lead their own play. For example, they play with musical instruments and make marks with large chunky crayons. The childminder has high expectations of children and encourages them to try doing things for themselves before she offers support. For example, younger children are encouraged to feed themselves, help themselves to their fresh drinking water and help tidy away toys before lunch. Children's behaviour is very good, as the childminder sets clear boundaries and explains carefully to children why they need to follow rules. Children are actively encouraged to develop healthy lifestyles and enjoy daily outdoor play. They are developing physical skills and confidence as they play on climbing equipment at local parks and play centres. The childminder uses these

p.4

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

opportunities to reinforce how to use equipment safety, enabling children to take risks under close supervision, learning how to protect themselves from harm. Children are supported in developing an understanding of how to keep themselves safe in a number of ways. During outings and school collection, the childminder discusses road safety, supporting children's understanding of a safe place to cross and the hazards to be aware of. This develops their sense of responsibility and emotional well-being, which prepares them well for their future moves and, including school when the time comes.

p.4

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

The childminder supports children well with their understanding of eating healthy options and gives them clear messages about food that is good for them. Children learn about making healthy food choices as they have plenty of fruit, vegetables and healthy meals. The children have access to fresh drinking water throughout the day and the childminder reminds them to make sure they have regular drinks. As a result, children learn to recognise their own needs and help themselves to water when they are thirsty.

p.5

provision

The childminder has a good understanding and knowledge of how to meet the safeguarding and welfare, and learning and development requirements of the Early Years Foundation Stage. Safeguarding policies and procedures are robust and implemented well. This is because the childminder has completed safeguarding training, and therefore, has a thorough and up-to-date knowledge. She is aware of how to proceed should she have concerns about a child's welfare and is able to demonstrate the importance of this. Since the last inspection, the childminder has successfully developed the risk assessments to cover all areas used for childminding, including outings. Daily safety checks and comprehensive risk assessments are now effective. Consequently, potential hazards are removed so that children are kept safe from harm.

p.5

provision

The childminder's drive for improvement is demonstrated by a clear improvement plan. She is reflective and her self-evaluation has identified strengths and areas for development. She takes into account the views of parents, children and other professionals. The childminder has successfully met previous actions from her last inspection. For example, she has developed her knowledge of the Early Years Foundation Stage and now assesses children's progress and plans activities to encourage each area of learning more effectively. The monitoring of educational programmes is secure and ensures children receive a board and balanced curriculum. Assessments and tracking of children's progress is accurate and effective in identifying gaps in learning. As a result, the provision meets the needs of all children well and supports them to make good progress to the early learning goals.

p.5

provision

Links with parents and local schools are well established, and results in continuity of care and learning for children. The childminder and parents share information through daily conversations, progress reports and through the children's learning journal. The childminder has worked with the local school for many years, and as a result, has a good partnership with the relevant professionals, which enables the exchange of purposeful information about the children's development and needs. She is aware of the importance of working with the staff from other settings children attend and also of working in partnership with specialised professionals to support children with special educational needs and/or disabilities if this should be needed.

p.5

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY383378 Local authority Oldham Inspection number 878887 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10