Childminder in Manchester

Inspection date

Previous inspection date 07/11/2014 19/08/2011

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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

 Teaching is good and children benefit from having access to a wide range of stimulating resources, which are relevant to their interests. Consequently, children make good progress, given their starting points, and are well prepared for their next stage in learning.  A supportive and nurturing environment is provided so that children are very happy and settled. This enables them to form warm and trusting relationships with the childminder.  The childminder develops effective partnerships with parents. Parents are welcomed into the provision and encouraged to provide information about their children's starting points.  Children are well protected as the childminder fully understands and effectively meets the safeguarding and welfare requirements of the Early Years Foundation Stage.

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It is not yet outstanding because

 Planned activities are occasionally over adult-led at times, as the childminder sometimes intervenes too quickly. This can reduce the opportunities children have to problem-solve for themselves.  The childminder does not always have all the information he needs from parents about what their children can do at home, to use in order to maximise on children's learning.

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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 premises used for childminding.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection and discussed the learning that was taking place.  The inspector undertook a joint observation with the childminder.

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Inspection activities

 The inspector looked at documents relating to the Early Years Foundation Stage provided by the childminder, including children's assessments records.

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Inspection activities

 The inspector looked at a selection of policies, documentation and verification of suitability checks.

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Inspection activities

 The inspector took account of the information provided in the childminder's self- evaluation.

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Information about the setting

The childminder was registered in 2004 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. He lives with his wife and two children in a house in the Rusholme area of Manchester. His wife and daughter are also registered childminders. The whole of the ground floor, which includes a bathroom, is used for childminding. There is a garden for outside play. The childminder attends toddler groups, play centres, the library and visits local parks on a regular basis. There is currently one child on roll who is in the early years age group. The childminder is able to take and collect children from local schools. He operates all year round, from 7am to 10pm. He 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:

 enhance the opportunities children have to problem-solve during adult-led activities

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

 strengthen the good partnerships with parents by exploring even more effective ways for them to share information about what children do at home and use the information to complement their children's good learning further.

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who attend

The childminder has a secure knowledge and understanding of the importance of play and how young children learn. There is a dedicated playroom with a wide range of interesting and motivating activities and resources, which help children to develop and progress well across all areas of learning. For example, children have opportunities to explore treasure baskets and natural resources, use interactive toys, engage in imaginary play, look at books and enjoy creative activities. The childminder uses initial observations and information, gathered from parents, to identify children's starting points. This helps him to plan challenging and age-appropriate daily activities. As a result, children make good progress within the typical range of development expected for their age and gain the skills they need for the next stage in their learning. The quality of teaching is good and the childminder skilfully extends children's learning during child-selected activities. For

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who attend

example, the childminder introduces different sized balls to the children as they roll and kick them to one another. The childminder supports early mathematical skills by encouraging the children to select the large and small ball. He provides a balance of adult- led and child-led experiences that are tailored well to stimulate and engage the children. However, occasionally planned learning is at times overly adult-led and the children are not always given enough time to problem solve. The childminder uses observations to assess and monitor children's progress. He uses this information successfully to plan for children's individual next steps in learning. Consequently, the childminder focuses teaching on the areas where the children need the most support and he quickly identifies and addresses any gaps in learning. Children with English as an additional language are supported well by the childminder who uses

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who attend

keywords in the children's home language to extend and support their understanding of English. The childminder supports children's good communication and language skills by introducing new words during activities. For example, the childminder encourages the children to say words, such as forwards, backwards, stop and go, as they ride on large cars and busses. The childminder organises planned activities in the local community to support children's development further, such as outings to toddler groups where they learn to socialise, share and take turns. Children enjoy trips to the park and activity centre where they can climb, slide and balance in a safe environment.

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who attend

The childminder keeps parents well-informed about their children's progress through daily conversations, sharing the children's learning journal and the progress check for children between the ages of two and three years. Parents are encouraged to support and share information about their children's learning and development at home. However, highly successful strategies to gather information from parents about children's experiences at home are not yet extremely effective.

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

Children are extremely happy and have a good rapport with the childminder, who is a positive role model. Children's emotional well-being is effectively promoted through strong attachments and a warm, welcoming environment. Good relationships are evident, as children are confident to approach the childminder for a cuddle and they choose where and how they want to play. As a result, children show they feel safe and secure. The childminder has an established settling-in procedure in place, which supports children to settle quickly and smoothly into the provision. For example, parents bring meals cooked at home to aid familiarity for young children. Settling-in sessions are also used to build relationships with parents, who share details of their child's individual care needs and routines. Consequently, the childminder knows the individual needs of children well and they benefit from consistent care. The good focus on supporting children's well-being

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

means they are emotionally well prepared for their next stage in learning.

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

The stimulating, well-resourced environment promotes independence and confidence as the children access the resources themselves. The childminder sets high expectations for all children, as he encourages them to use their manners, to take turns when using resources and to tidy them away when they have finished playing with them. These practices encourage children's social development, which supports them emotionally for the next stage in their learning. Children are well behaved, as the childminder uses age and stage appropriate explanations to provide children with a clear knowledge of acceptable behaviour and reinforces positive behaviour through effective use of praise.

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

Children develop a good understanding of how physical exercise fits into a healthy lifestyle. They play outside daily and have opportunities to use and develop their large physical skills. For example, they can jump on the trampoline, kick balls and use sit-on toy cars to learn about balance and co-ordination. Children learn to keep themselves safe because the childminder makes good use of opportunities to talk about many aspects of safety. They learn road safety and how to keep safe when they use large equipment and explore outdoor spaces. Children are well nourished with healthy food choices and the childminder encourages children to drink fresh drinking water throughout the day, to support children's good health and to help children to recognise their own needs.

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provision

The childminder has a comprehensive understanding and knowledge of how to meet the safeguarding and welfare and learning and development requirements of the Early Years Foundation Stage. He has attended relevant training and, as a result, has a secure understanding of children protection procedures. He is confident about the procedures to follow if he had a concern about a child in his care. The childminder has written risk assessments in place for his home and for outings. He carries out daily safety checks, which minimises potential risks to children. In addition, the childminder holds a current first-aid certificate, which means he can give appropriate action if a child has an accident in his care and he is aware of his responsibilities when administrating medicines.

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provision

The childminder works in partnership with his co-childminders to provide activities and a wide range of challenging experiences that support children to make good progress towards the early learning goals. He monitors children's progress by tracking their development. As a result, any gaps in learning are quickly identified and targeted. Since the last inspection, the childminder has effectively improved systems of self-evaluation and now successfully involves his co-childminders and parents in this process. He monitors the impact improvements have on the outcomes for children. For example, systems to observe children and assess for their next steps in learning have been improved and now include parent's comments. The childminder aspires to improve outcomes for all children and demonstrates a positive attitude towards developing his practice. He works closely with a local authority advisor, who supports his work and he monitors the effectiveness of

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provision

the teaching that his co-childminders deliver, to ensure consistency. They all complete relevant training and are currently working together closely to implement the improvements to the planning systems. He attends regular training and meets weekly with other childminders, which updates his professional development.

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provision

The childminder has well-established partnerships in place. He has developed systems for linking with other providers of the Early Years Foundation Stage to ensure continuity and consistency of the children's learning needs. He also has a sound understanding of working with outside agencies and knows that there may be occasions when he is required to work in partnership with specialised professionals to support children with special educational needs and/or disabilities. He has very strong partnerships in place with parents and this provides children with continuity in their learning and development.

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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 EY278609 Local authority Manchester Inspection number 877684 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 1

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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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