Childminder, Out-of school day care in Wigan

Inspection date

Previous inspection date 06/11/2014 09/02/2009

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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 demonstrates a secure understanding of how to manage any safeguarding concerns she may have about children. Risk is managed effectively to promote children's safety.  Children are confident, happy and independent as the childminder provides effective support for their development of self-esteem and self-help skills.  The childminder establishes children's starting points in development and uses precise assessments of their learning in order to provide activities which are challenging, so that children make good progress in learning.  Effective partnerships are established with parents to support their children's progress in learning. The childminder works in partnership with any other settings that children may attend to support continuity of care and learning.  The childminder brings about continuous improvement in her practice through comprehensive evaluation, which results in well-targeted training.

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It is not yet outstanding because

 The childminder has not fully explored how natural materials can be used to enhance children's imaginative play experiences.  The childminder has not considered all the ways in which children's interests can be best used to encourage them to take part in activities where they are less confident.

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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 has been registered since 1994 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult son in the Astley area of Tyldesley, Wigan. The whole of the ground floor is used for childminding purposes and there is an enclosed garden for outdoor play. Access to the premises is at ground floor level. The family has a small dog as a pet, which is not routinely accessible to children. The childminding setting operates from 7.15am to 6.30pm on weekdays all year round, apart from family holidays and bank holidays. The childminder is qualified to level 3 in childcare. There are currently 19 children on roll, of whom three are in the early years age range, all of whom attend part-time. 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:

 extend the use of natural materials to further support children's imaginative play

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

 enhance ways in which children's interests are used to engage them in participating in activities where they are less confident.

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who attend

The childminder uses information gained from parents, as well as observations of children during play, to make assessments about children's stage of development when they first start attending. She then uses this information to complete well-targeted plans to support their learning from the outset. The childminder follows children's individual progress carefully in order to plan with the correct level of challenge to support their next steps in learning. She continues to use information provided by parents and what she observes about children's interests to support this. Therefore, she is able to rapidly identify any areas of learning where children need more support and address these in order to minimise any future impact on progress. The childminder implements the progress check for children aged between two and three years as part of the assessment process to support children's learning. Parents contribute to this assessment in order to help form

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who attend

plans for their children's future progress. The childminder plans challenging activities for children which support their learning in all areas and she demonstrates a secure knowledge of the learning and development requirements of the Early Years Foundation Stage. Children are keen to learn as a result of the childminder's effective support and they make good progress, gaining skills for future learning at school. The childminder helps parents to engage with their children's learning through frequent discussions about their children's progress, along with sending them photographs on a regular basis. She provides parents with a summary of their children's progress when they begin to attend nursery in addition to her own setting and organises time to discuss this. Parents therefore receive highly comprehensive information about their children's progress and activities which enables them to continue their children's learning at home.

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who attend

The childminder makes effective use of her training in supporting children's communication and language skills in order to enhance their thinking skills. She asks questions that require children to think of solutions to problems, such as how to arrange a wooden train track in order to join up the pieces. This also means that children gain practise in speaking in full sentences, which provides support for their developing communication and language. She stimulates children's imaginative skills by introducing ideas to sustain their play with small world toys, such as cars and trains. For example, she draws children's attention to the picture of the seaside on a play mat and suggests that the toy trains could be carrying passengers to and from the seaside, providing ideas to sustain their talking and thinking through play. She encourages children to make predictions in their play, as further support for their development of critical thought. For

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who attend

example, she asks children what might happen in their shared imaginative play if people took no notice of the traffic light signals on the toy train track.

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who attend

The childminder provides a wide variety of activities to enable children to practise making marks and adapts these to their individual needs. For example, she provides large letters for children to write over when their manipulative and literacy skills support this next step in learning. She ensures that books are highly accessible to children and provides ones that are directly related to children's interests in order to motivate them to use these. The childminder discusses children's progress with their key persons in other settings in order to identify areas where children are less confident to participate and address this. However, children's interests are not always used to the best possible effect to enhance their confidence to try new activities or engage with activities they prefer less. The childminder provides a range of attractively displayed natural materials for children of all ages to handle and talk about, which enhances children's development of good

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who attend

communication and language skills. However, she does not maximise the use of these resources to support other activities that children enjoy, such as their play with small world toys, to enhance their imaginative play. The childminder takes children on outings locally and further afield to learn about both the natural world and the community around them. Children learn about other countries, cultures and religions through a variety of activities, such as preparing food and creating artwork in order to learn about diversity.

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

The childminder obtains detailed information from parents, prior to children joining, about how she can best support their good health and well-being. She records information about children's dietary or health needs and their routines, in order to provide continuity of care and support their welfare. She shares her policies and procedures with parents to ensure that they understand how these are used to support the childminder's practice in promoting their children's welfare. Parents are asked to provide information on a regular basis for the childminder about their children's well-being and this effectively supports continuity for children's care. As a result of the close partnership working between parents and the childminder, children are confident and happy with secure emotional attachments to her. The childminder has a good understanding of the importance of preparing children socially and emotionally for their next steps in learning, including school. She encourages

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

children to develop relevant self-help skills, such as taking off their shoes and hanging up their belongings independently. This also enhances their confidence as they learn new skills. The childminder exchanges information, with other settings children attend, about their well-being and learning in order to support continuity of their care effectively.

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

Children have daily opportunities for outdoor exercise through walks and visits to local parks and playgrounds. As a result, children also have opportunities to learn about taking reasonable risks in physical play as their whole-body coordination develops. The childminder provides nutritious meals and snacks for children so that they learn about the foods that contribute to a healthy diet. She grows vegetables with children so that they learn where some foods come from and teaches them how these are cleaned and cooked. This helps children to learn some effective practice in food hygiene, as well as learn about good nutrition. The childminder offers water as a drink to help support children's good dental health and children are encouraged to think about whether they need to have a drink. This also builds children's self-help skills as they use the water cooler independently to get a drink. The childminder demonstrates effective practice in teaching children about

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

keeping themselves safe and parents praise this aspect of her care. For example, she plans activities to enhance children's understanding of road safety, in addition to her usual teaching on outings so that children are reminded of how to stay safe. She also teaches children about the dangers associated with strangers in order to further protect their welfare.

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

The childminder helps children to learn about maintaining good personal hygiene, such as washing their hands after using the toilet or before eating. She demonstrates a good understanding of effective strategies to manage children's behaviour so that they learn to cooperate with others and behave well. She implements simple rules to help children understand what is acceptable behaviour and the consequences of any inappropriate behaviour for others. The childminder understands the importance of working with parents to provide continuity in managing children's behaviour. Children are frequently encouraged to take on small responsibilities, such as tidying up and the childminder makes good use of praise to motivate them in their efforts. As a result, children are very well behaved and offer to take on helpful tasks, such as collecting the post from the door mat.

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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 keeps her knowledge up to date and all required policies are in place and implemented to protect children's welfare, including the procedure to follow if an allegation is made against herself or her family. All adults living or working on the premises have been checked for suitability. The childminder has a valid qualification in paediatric first aid, which enables her to deal with minor accidents and injuries appropriately. She seeks written permissions from parents regarding a broad range of matters, including administering medicines to children and taking photographs for observations of children's learning. This is in order to effectively work in partnership with parents to tailor her practice to their children's needs. The childminder completes risk assessments for the premises and all outings in order to

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provision

identify hazards and minimise these to promote children's safety. Risk assessments are regularly reviewed to ensure they remain effective for the needs of children attending. The childminder also completes daily checks of the areas of the premises used for childcare, in order to minimise risks to children. All required documentation is in place and meticulously kept to underpin the safe and effective running of the childminding setting.

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provision

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

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provision

The childminder regularly seeks parents' views through both verbal and written means in order to inform evaluation of her practice. For example, she asks parents for their views within six months of children beginning to attend in order to ensure that her practice is meeting children's needs, as well as to identify any areas for improvement. She asks children what they like to do, in order to make use of their views for enhancing her provision. The childminder makes evaluations of her practice using documents published by Ofsted and reviews her evaluations to check that her existing practice at least meets current requirements. The childminder demonstrates a strong commitment to undertaking training as a result of evaluating the needs of children attending and her own skills. For example, she has undertaken several courses to enhance her support for children's development of communication and language skills, as well as their knowledge of phonics.

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provision

All recommendations and the action from the previous inspection have been acted on. The childminder therefore demonstrates a purposeful approach to continually enhancing her provision for children's well-being and learning.

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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 322613 Local authority Wigan Inspection number 819204 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 19

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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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