Childminder in Stockport

Inspection date

Previous inspection date 07/11/2014 26/01/2011

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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 has a good understanding of how children learn and provides interesting activities that cover all areas of learning to meet their individual needs. Consequently, children make good progress in their learning and development.  Parents build good relationships with the childminder. The childminder provides a warm and caring environment, and informs parents about their child's development and routine daily.  Safeguarding is good. The childminder ensures she has secure policies and procedures firmly embedded into the daily routine to make certain that children remain safe and secure.  Children are respected and valued as unique individuals. The childminder takes exceptional care to ensure that children are fully supported with their emotional needs, seeking comfort and support if they require.

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It is not yet outstanding because

 Children cannot always see what toys are available in boxes, which reduces their ability to make independent choices.

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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 had a tour of the whole of the downstairs of the property used for childminding. She observed activities in the childminder's home and the interaction and learning between the childminder and the children.

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Inspection activities

 The inspector checked evidence of the suitability, and qualifications of the childminder, and her self-evaluation and improvement plan. The inspector took into account the written and verbal feedback of parents and children.

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Inspection activities

 The inspector sampled a range of documents which cover the learning and development requirements including observations, planning, and assessments. She also viewed emergency contact information, enrolment forms and written risk assessments.

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Information about the setting

The childminder was registered in 2000 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and children in the Gatley area of Stockport, Cheshire. The whole of the ground floor is used for childminding along with a garden for outdoor play. The family has a dog, a hamster, a bearded dragon, a tortoise and fish. She collects children from the local schools and pre- schools. She visits the local shops and parks in the area. The childminder attends toddler groups regularly and visits the library weekly. There are currently seven children on roll, two of whom are in the early years age range and they attend for a variety of sessions. The childminding provision operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder is a member of the Professional Association for Childcare and Early Years.

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

 strengthen opportunities for children to choose their resources independently, for example, by finding ways to let them know what toys are inside boxes.

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who attend

Children have good opportunities for learning with the childminder. They access a broad range of activities, which cover the different areas of learning. The childminder has a good knowledge of how children learn and ensures she provides interesting and stimulating activities which she knows they will enjoy. Taking into account the information parents provide to her when children first start attending, the childminder successfully encourages children to learn. For example, the childminder extends children's vocabulary by using words, such as squiggly and straight edged when she sits with them to complete a puzzle. Children enjoy counting the pieces and build on their mathematical development by recognising and tracing numbers with their fingers. This also develops early literacy skills. As a result, children successfully build on their knowledge and make good progress towards their next stage of learning.

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who attend

The childminder uses photographs to help inform her assessments of children. She identifies their individual characteristics of effective learning to appreciate how each child absorbs their understanding. She plans for individual children using effective teaching methods, for example, through demonstration and modelling. The childminder builds up informative learning journals which show children having fun while engaged in their play. Children have opportunities to paint presents for their family members or sit and read a book dressed up as their favourite character. They visit the family stables to learn about animals, in particular, horses. This builds on their understanding of the world. The childminder assesses children regularly and records their learning. This enables her to identify any children who are not making good progress and narrow the gap by providing activities which build on what they know. The childminder encourages children to have a

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who attend

go. She supports them by asking open-ended questions to challenge their thinking. Children engage for long periods of time because the childminder supports children to be motivated. Consequently, children learn vital skills to help them prepare for their next stage of learning, especially school.

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who attend

The childminder's home is open and spacious. The dedicated playroom with free-flow access to the outdoors encourages children to take part in physical activities both indoors and outdoors. Children have lots of opportunities to take part in meaningful play. For example, they can make marks on chalkboards, or engage in small world play with toy dinosaurs and trains. Children engage in imaginary play through dressing up and make tea in the play kitchen. They paint pictures and develop small muscle skills by rolling and cutting out dough. Children learn about the world by watching the birds at the feed table outside. Young children actively use push-along toys to aid their walking. However, it is not always easy for children to see everything that is available in the storage cupboards the childminder uses, and this reduces opportunities for them to make independent, spontaneous choices.

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

The childminder is kind and caring. Children look to her for support if they feel sad or unsure. The childminder develops a lovely relationship with children as she has a calm and soothing voice. Children enjoy sitting on her lap when reading stories together, or revel in a big cuddle before having a sleep. The childminder promotes positive well-being, remaining supportive when children engage in play. She claps her hands and gives encouraging praise when children achieve. This promotes positive behaviour and children generally have lovely manners with her. The childminder encourages children to become ready for school. She ensures children can change their clothes, and put their own coats and shoes on when going outside. Therefore, children learn the vital skills to be independent ready for their next stage of learning.

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

The childminder promotes healthy lifestyles. She works with the children to grow fruit and vegetables on the allotment in the garden. Children learn about where food comes from, and carefully nurture the plants before picking the fruit and vegetables to use for their lunch and snacks. The childminder encourages children to be independent. She urges them to wash their hands on their own before coming to the meal table. Children have opportunities to cut up the vegetables they have grown, before the childminder uses them in their meals. Opportunities to take risk are apparent, and children sit on bar stools up to the table, taking care not to fall. Younger children sit at highchairs, which support their individual needs. The childminder talks with children at meal times, which are social occasions, promoting the importance of growing big and strong. As a result, children learn personal skills, which are important to further their learning.

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

Children have good opportunities to experience the outdoors. The childminder takes them to local parks where they access large apparatus. They swing and climb, slide and kick balls. Children hunt for minibeasts in the garden. They mix mud pies in the outdoor kitchen or make marks using chalks on the floor. The childminder talks with children about the wildlife in the area and children learn how food grows on the allotment. The childminder takes children to her local stables where children learn how to look after animals. They experience the world around them and visit local places of interest where they can engage in physical activities which interest them, for example, indoor play centres. Therefore, children have an abundance of opportunities to develop their physical and social skills well, which develops their confidence and equips them emotionally for their move onto school.

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provision

The childminder has a good understanding of safeguarding children. She ensures that appropriate measures are put into place to keep children secure. For example, children have a sound understanding of what to do if there is a fire in the home due to the chats the childminder has and the robust procedures that are in place. All statutory checks are carried out on persons aged over 16 living in the home. Good risk assessments highlight dangers in the environment and the childminder is quick to eliminate these using appropriate safety apparatus. The childminder has a thorough knowledge of who to contact if she feels a child is in need or discloses a child protection issue to her. The childminder ensures that no children are able to leave the home unattended by removing her keys from the front door. As a result, children play in a secure environment safe from harm.

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provision

The childminder has a good system for monitoring children's educational programmes. This highlights any gaps in their learning and she quickly puts into place activities which build on what they know. The childminder reflects on her practice. She identifies areas for improvement and looks for ideas to improve her knowledge. She looks for training to attend that builds on her knowledge and challenge her thinking. She works with a local authority adviser to ensure she keeps up to date with the latest good practice. She teaches children in a positive manner because she knows how children learn best. Consequently, children receive a good level of teaching because the childminder has effective strategies in place for children to succeed.

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provision

The childminder works with outside agencies if required. She understands the process to follow if she has a concern for a child's development. She identifies professionals who she feels would help children learn, for example, speech therapists, to narrow any gaps in their learning. The childminder attends toddler groups where she meets with fellow professionals to exchange good practice. She liaises with the local Reception Year teachers in school and finds out what children learn in school to mirror the experiences in her home. The childminder works well with parents. She holds evenings where she invites all parents together to enable them to get to know each other. This has a positive effect on the minded children as they have detailed discussions with their parents about people they both know. Parents evaluate her practice and feedback to her their feelings of her childcare business. They are positive about her care, and give their opinion on the service

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provision

she provides. Through evaluative questionnaires, parents state 'The childminder has provided our children with the best possible support from being babies to grown girls in school. We have high standards for our children and over the years she has constantly met and exceeded them'.

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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 306689 Local authority Stockport Inspection number 818785 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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