Warran, Lesley Jane

Inspection date

Previous inspection date 07/11/2014 26/03/2012

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early years provision

This inspection: 2 Previous inspection: 2 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 uses her observations of children's learning to identify and plan for the next steps in their learning. As a result, children make good progress in their learning and development.  Children are settled, happy and content in the childminder's care. This is because she provides a nurturing environment that promotes their emotional well-being effectively.  Children are safeguarded well. This is because the childminder has a good understanding of her role and responsibility to protect children. She provides a safe and secure home supported by risk assessments that are carried out to minimise any potential hazards to children.  Children benefit from the effective partnership the childminder has established with parents and carers. A wealth of information is regularly shared, which ensures that all children's needs are consistently met.

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It is not yet outstanding because

 Information gained from parents with regard to children's starting points does not always provide the childminder with extremely detailed information about the child's learning so far.  The childminder is sometimes overly enthusiastic and does not give children the time to solve a problem for themselves before giving them the answer.

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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 spoke with the childminder at appropriate times throughout the inspection and observed play, teaching and learning opportunities inside.

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Inspection activities

 The inspector looked at a selection of documentation, including children's information, risk assessments, certificates, policies and procedures, the childminder's self-evaluation form and evidence of the suitability checks for all adults living in the household.

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Inspection activities

 The inspector spoke to parents on the day of the inspection and reviewed written comments to take account of their views of the service provided by 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 2006 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder holds a childcare qualification at level 3. She lives with her husband and one child in a house in Dukinfield, Cheshire. The whole of the ground floor and the toilet on the first floor, as well as the front and rear garden are used for childminding. The family has two cats as pets. The childminder attends a toddler group 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 and pre-schools. There are currently eight children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 6.30am to 5pm, 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:

 enhance the depth of information gathered from parents about children's learning and development on entry to the childminder's setting in order to further enrich the planning process

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

 use a wider range of teaching strategies, for example, by promoting thinking time, so that children are given sufficient time to answer questions and to put their thoughts into words.

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who attend

The childminder has a good knowledge of the Early Years Foundations Stage and she understands how children learn. As a result, she provides children with a range of planned and freely chosen play experiences across the seven areas of learning. Consequently, children make good progress in their learning and development. The childminder knows children in her care well. Clear observations of children's learning are recorded in their learning journals, which the childminder uses to track their progress. This enables the childminder to identify children's next steps as well as any gaps in children's development. As a result, she is able to plan a range of appropriately stimulating activities that support children to make good progress towards the early learning goals, which supports their future learning.

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who attend

Children's understanding of the world is effectively promoted. They have daily access to interactive toys that help to promote their recognition of cause and effect, numbers and sounds. They also have regular opportunities to develop an understanding of a wider range of people and communities of the world. Children acknowledge a range of festivals throughout the year, including Chinese New Year, where they visit China town and become involved in the celebrations. The childminder plays with children at their level, to focus and engage their attention and enhance their learning. Children's love of books is fostered well by the childminder. She sits with children and expressively reads their favourite stories and involves the children in the story telling using props. The childminder's teaching is good. However, on occasions, she is enthusiastic and does not give children the time to think or solve a problem for themselves before giving them the

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who attend

The childminder has good relationships with parents. The childminder seeks information on children's care needs during settling-in periods with parents. However, this information is not always sufficient in detail to give the childminder precise information about all areas of their prior achievements with regard to their learning and development. When children are attending the setting, information about their progress and activities that they have enjoyed is communicated on a daily basis through discussion and daily diaries. Parents are encouraged to share information about activities that children have enjoyed at home, to further support the childminder's knowledge of their child. The childminder shares children's learning journeys with parents regularly and discusses their child's next steps. As a result, parents are aware of the progress that their children are making.

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

Children have formed strong attachments with the childminder and have a good sense of well-being. They are happy, confident and engaged in their play. Children readily smile and show they are happy during their play, as well as approaching the childminder for cuddles. This is because the childminder has a warm and friendly manner and takes time to find out about children's needs and interests from parents. Children and parents attend settling-in sessions at the childminder's home. This helps the child to become familiar with the childminder, as well as providing an opportunity for parents to share information with the childminder about their child's care needs and routines. As a result, the childminder has a good understanding of individual children's needs. This helps to promote children's sense of security as they make the move between their home and the setting.

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

The childminder takes a consistent approach in her expectations regarding how children behave. She rewards good behaviour with positive comments and explains to children why certain behaviour is inappropriate dependent upon their age and stage. As a result, children know what is expected of them and are well supported. Children have a sense of belonging as their work is displayed on the walls, as well as photographs of them involved in a variety of activities. Children who speak English as an additional language are encouraged to use their home language and the childminder has learnt certain keywords to support children. Children also have a sense of belonging in the local community as they attend different playgroups and visit local places where they have opportunities to mix with other children. This also supports children in socialising with other children, gaining confidence and emotional independence, which equips them well for their future

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

learning. The childminder provides a welcoming and child-friendly environment. Children's independence skills are promoted as toys and resources are stored in low-level units, and children are encouraged to make choices about their play. The childminder also encourages children to be independent through daily routines and tasks.

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

Regular routines, such as hand washing before meals and after using the toilet, provide children with good opportunities to develop self-care skills and to learn about healthy practices. Children have daily access to outdoor provision in the garden or on various walks in the local community, to support them in understanding the need for regular exercise. They have their own toothbrushes at the childminder's house, which they use as part of their daily routine. Children are developing an understanding of keeping themselves safe through learning about taking calculated risks, such as using apparatus in the park and garden. Fire drills are carried out on a regular basis, so that children know what to do in an emergency and they learn to tidy up toys from the floor, so that they do not trip and hurt themselves.

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provision

The childminder demonstrates a secure understanding of her responsibilities concerning safeguarding children. She has completed all relevant training, keeping her knowledge up to date with current requirements. The childminder successfully completes risk assessments, identifying risks to children and taking action to ensure all areas accessed by children are safe. Appropriate records regarding minor accidents are kept and parents are kept well informed. She has a clear understanding of the procedures to follow in the event of concerns and how to identify possible signs of children at risk. A comprehensive range of policies and procedures, which all parents are made aware of, support the safe and efficient management of the setting. As a result, parents are confident in the childminder's ability to care for their children and keep them safe.

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provision

The childminder uses self-evaluation procedures to identify strengths and weaknesses in her setting. She has acted upon recommendations made at her previous inspection and improved the way in which she communicates with parents. She involves parents in her evaluation through discussion and with questionnaires, in order to seek their views on different aspects of her provision. She also assesses children's enjoyment and learning in the activities and resources that she provides. As a result, the childminder is always reflecting upon her practice and the changes she could implement to support children who attend. The childminder has built partnerships with support networks in her local area, such as the quality assurance team to help her to meet the needs of children in her care.

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provision

The childminder has positive relationships with parents who are complimentary about her. The childminder carries out the progress check for children between the ages of two and three years and provides parents with a written summery. This helps parents to continue their children's learning at home and ensures they are well informed about their children's development. The childminder is making links with other settings that children attend in order to share information about children's learning and development and support children to make progress towards the early learning goals. She understands the importance of working in partnership with specialised professionals if circumstances arise where children need further support.

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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 EY333753 Local authority Tameside Inspection number 857043 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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