Siddall, Jacqueline

Inspection date

Previous inspection date 22/10/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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 has a good understanding of the procedures to be followed to safeguard children, including in the event of an allegation against herself or her family. Risk is managed well in order to support children's safety.  Children are happy and confident in the childminder's care and have warm relationships with the childminder, which supports their emotional well-being.  The childminder has a comprehensive knowledge of the learning and development requirements of the Early Years Foundation Stage and demonstrates effective teaching skills. Children, therefore, are supported to make good progress in their readiness for school.  The childminder demonstrates effective partnership working with parents and has a good understanding of the importance of working with other professionals or agencies in order to support continuity of children's learning and well-being.

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It is not yet outstanding because

 The childminder occasionally does not make full use of routines, such as meal and snack times to extend children's learning.  The childminder does not always consider if learning can be maximised by offering children the decision of whether to take their chosen play outside.

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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 areas of the premises used for childminding.

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Inspection activities

 The inspector checked the qualifications of the childminder, along with evidence of the suitability of adults living or working on the premises.  A joint observation was carried out by the inspector and the childminder.

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Inspection activities

 The inspector examined samples of documentation related to children's welfare and learning, used by the childminder when caring for children.

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Inspection activities

 The inspector discussed the childminder's knowledge of areas, such as safeguarding and individual children's learning.

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Inspection activities

 The inspector and the childminder discussed the ways in which the childminder evaluates her provision and seeks the views of others to inform this.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, adult daughter and school-age daughter in the High Lane area of Stockport, Cheshire. A separate single storey annex in the garden is used for childminding. It consists of a large playroom which has a food preparation area and toilet facilities. The garden is accessible from the playroom for outdoor play. The family have four dogs, two cats, a rabbit and a chicken as pets, some of which are not all routinely accessible to children. The childminding setting operates from 7am to 6pm, Monday to Friday all year round apart from family holidays and bank holidays. There are currently nine children on roll attending for a variety of sessions, of whom five are in the early years age range. The childminder receives support and advice from the local authority.

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

 enhance the use of routines, such as meal and snack times to extend children's learning

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

 strengthen opportunities for children's choice and independence, for example, by allowing them to choose to play inside or outside to support and maximise their learning experience.

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who attend

The childminder uses her first observations of what children can do, and information from parents in order to complete assessments of their progress when they start to attend her setting. This enables her to make plans and provide resources that meet children's initial learning needs and enable them to learn while settling. The childminder has detailed methods in place to track children's progress and to enable her to quickly identify any gaps in their learning in order to reduce any future difficulties. She makes effective ongoing use of information from parents to support her planning for their children's progress, and parents also contribute to their children's progress check between the ages of two and three years. The childminder uses the information provided by parents to plan for their children's next steps in learning. She provides frequent information for parents to keep them well informed about their children's learning, both verbally and in writing. All

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who attend

areas of learning are effectively covered by the childminder's observations, assessment and planning. Children, therefore, are supported to make good progress in developing the skills needed for school. This is due to the childminder's purposeful approach to supporting children's learning and development, including her partnership working with parents.

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who attend

The childminder demonstrates effective skills to support children's learning. For example, she asks children questions which are accurately targeted at areas of learning where they need to make progress. For example, she questions children to develop their knowledge of different shapes and colours, when she identifies that children are not secure in their knowledge of these. She uses planned activities and children's freely chosen play to ascertain their knowledge and address any gaps in this. The childminder encourages children to count with her in their play so that they become familiar with number names. She effectively models speech for children so that they can copy good communication and language skills. For example, the childminder provides descriptions of what she and the children are doing, so that they hear new words and have their learning reinforced of words they already know. Children have ongoing access to a broad range of resources for

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who attend

making marks, so that they can develop the manipulative skills needed prior to learning to write letters. This supports their early development in literacy. The childminder uses the home role play resources effectively to help children develop their ability to share, take turns and develop social skills needed to play cooperatively with others. Children are also able to use their imagination during play with the toy kitchen. The childminder builds on their play about cooking by suggesting other ingredients they can pretend to use to make soup. The discussion generated by this extends children's communication and language skills. Children confidently select activities, such as, pushing toy pushchairs as part of their role play and the childminder asks them questions about where they are going, to encourage their speech. Although, the childminder does not always maximise the potential for children's learning by providing them with the freedom to choose to take their chosen

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who attend

The childminder makes frequent use of outings to enrich the educational experiences she provides. She takes children for walks to learn about the changes brought about by the seasons. They collect fallen leaves of various colours in order to make a display together. This also enables children to think critically as the childminder asks them to sort the leaves into different colours, as each branch of the tree in the display is for a different autumnal colour. When they find there is no branch to stick the red leaf on, the childminder asks children what they think they should do and they solve the problem together by deciding to make another branch later for the red leaves found. The childminder helps children to learn about the natural world. For example, she develops their understanding that animals need food to live, by taking children to feed the family's hen with leftovers from lunch. Children learn about other faiths and their festivals through creative activities, stories and

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who attend

trying different foods. For example, they make tiny lamps while learning about Diwali and hear stories from the Hindu faith. This supports their learning about diversity in the wider community.

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

The childminder obtains detailed information from parents about their children's care needs, such as, information on any allergies or dietary needs, to effectively support their good health. Children's emotional well-being is supported as the childminder offers visits of gradually increasing length for children. Initially these take place with parents staying, followed by parents later leaving for increasing lengths of time until children are emotionally secure with the childminder. Children are happy and confident with the childminder as she supports their emotional well-being effectively. The childminder uses behaviour management strategies that are appropriate for the ages of the children attending. She re-directs children to other activities if there is a dispute, for example, if they are finding it difficult to take turns with resources. Children are supported to learn high expectations for their behaviour and the consequences that not meeting these has

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

for others. This supports children's development of appropriate social skills and cooperative play. The childminder praises children frequently, when they behave well; to further motivate them to learn to manage their behaviour themselves. This means that children receive good support to develop the social and emotional skills necessary for their next steps in learning, including school. Parents receive daily written and verbal information regarding their children's well-being in order to support continuity of care. For example, the childminder provides information about the meals children have eaten, any lengths of time they have slept and activities they have enjoyed. The childminder demonstrates a robust understanding of the importance of effective partnership working with settings that children may attend in addition to hers, in order to support continuity of care and to facilitate their learning.

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

Children have frequent opportunities to take reasonable risk in their play because they use the large play equipment in playgrounds, such as climbing frames. The childminder uses soft play centres in addition to outdoor play, to help children take reasonable risk, while developing their whole body coordination. Children therefore have good opportunities to learn to manage risks while developing an understanding of the importance of incorporating exercise into a healthy lifestyle.

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

Children learn suitable hygiene routines, such as, washing their hands after using the bathroom or before eating, because the childminder emphasises the importance of this. The childminder provides nutritious meals and snacks, which include fruit, and other healthy options. This is so that children learn about the foods that contribute to a balanced diet. The childminder makes some use of routines, such as, meal times and snacks to support children's individual learning needs, but occasionally opportunities to maximise this are not taken. For example, she uses meal times to help children learn the names of fruits and their colours but does not maximise the learning possible by looking at the shapes of some foods, for example, wraps cut into semi-circles. The childminder encourages children to be independent during routines, such as, using the toilet by providing equipment like step stools to support this. Resources on the premises are highly

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

accessible so that children can easily select from them and therefore make their own decisions about what to play with. This further supports children's independence as they can help themselves to these.

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provision

The childminder has a comprehensive understanding of the procedures she should follow in the event of any safeguarding concerns regarding children. She undertakes training in this to keep her knowledge up to date and has all required policies in place, including the procedure to follow if an allegation is made against herself or her family. These policies and procedures help to protect children's welfare and are shared with parents so that they are well informed about how the childminder organises her setting to keep their children safe. All adults living or working on the premises have been checked for suitability. The childminder has a valid paediatric first-aid qualification, which enables her to deal with minor accidents and injuries appropriately. She obtains written permissions from parents regarding a range of matters, including administering medicines to children and taking photographs for observation purposes in order to work in partnership for their children's

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provision

care and learning. The childminder completes risk assessments for the premises and all outings in order to identify hazards and minimise these to support children's safety. Risk assessments are also regularly reviewed to ensure they remain effective for the ages and stages of children attending. The childminder completes daily checks of the areas of the premises used for childcare, in order to minimise risk to children. She uses some effective practical measures, such as, keeping external gates and doors locked in order to help avoid accidents. The childminder also completes safety checks when taking children on outings to amenities, such as, playgrounds to make sure that the area is safe for children to use before they play. All required documentation is in place to support the safe and effective running of the childminding setting.

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provision

The childminder demonstrates a thorough understanding of the learning and development requirements of the Early Years Foundation Stage. This enables her to plan activities that meet children's learning needs with the correct levels of challenge to support them making good progress. The childminder has a secure understanding of the importance of using frequent observations and assessments of children's progress, in order to make precise plans for their future learning. She uses her knowledge of their interests and information she obtains from parents to supplement the use of her own observations and assessments for planning. The childminder also monitors her observations and assessments in order to ensure that her plans cover all areas of learning to enhance children's progress. She has a good understanding of the importance of working in partnership with other agencies and settings involved with individual children's welfare and learning if this is needed.

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provision

The childminder seeks parents' views through verbal and written means in order to inform evaluation of her practice. The childminder has completed an Ofsted self-evaluation form and reviews this regularly to ensure it is relevant to her existing practice and the current requirements of the Early Years Foundation Stage. Training needs are identified through the purposeful approach to evaluation, in order to support the effective running of the setting. For example, the childminder is working toward a childcare qualification at level 3 in order to enhance her practice. She also undertakes short courses to enhance her practice in specific areas, such as supporting the play and learning of children under two years old. The childminder therefore demonstrates a strong commitment to continuous improvement in order to enhance her provision for children's well-being 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 EY462697 Local authority Stockport Inspection number 946198 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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Name of provider

Date of previous inspection not applicable

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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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