Childminder in Oldham

Inspection date

Previous inspection date 10/11/2014 08/10/2008

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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 demonstrates a comprehensive understanding of how to safeguard the welfare of children in her care and manage concerns of this type. There are effective measures in place to keep children safe by minimising risks.  Children are happy and confident with the childminder, who implements consistent boundaries to help children learn how to manage their feelings and behaviour.  The childminder establishes children's starting points in learning. She provides challenging activities as a result of making accurate observations and assessments, so that children progress well in their learning and readiness for school.  Effective partnerships are established with parents to support both children's care and learning. The childminder understands the importance of working in partnership with any other settings and professionals to support continuity.  The childminder makes effective use of evaluation in order to bring about continuous

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It is not yet outstanding because

 The childminder has not considered all the ways in which to make the best use of snack and mealtimes to support 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 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.

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Inspection activities

 A joint observation was carried out by the inspector, the childminder and the co- 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 2002 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, who is also a registered childminder and their adult child in Chadderton, Oldham. The childminder and her husband work together as co-childminders. All of the ground floor is used for childminding. There are enclosed gardens at the front and rear of the house for outside play. The family has a dog, a cat and a tortoise as pets. The childminding setting operates from 7.30am to 6pm on weekdays, all year round, apart from family holidays and bank holidays. The childminder has a qualification in childcare at level 3. There are currently nine children on roll, attending for a variety of sessions, of whom four are in the early years age range. The childminder is a member of the Professional Association for Childcare and Early Years and 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 meal and snack times in order to make full use of every opportunity to support children's learning.

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who attend

The childminder completes detailed assessments of what children can do when they join her setting using her observations of this, along with information from their parents. Consequently, she forms thorough initial plans to support their development. She subsequently follows children's progress in detail, in order to plan accurately for their next steps in learning, using ongoing information provided by parents and what she knows about children's interests. She also uses any observations by her co-childminder and discussions of these to supplement her planning. As a result, the childminder is able to identify any areas of learning where children need more support, and address these in order to minimise future difficulties. The childminder has implemented the progress check for children between the age of two and three years, as part of her assessment to support children's learning. Parents are encouraged to contribute to the check, in order to make

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who attend

plans for their children's future progress and be involved in their learning. The childminder plans activities for children which promote their learning in all areas, and has a secure knowledge of the learning and development requirements of the Early Years Foundation Stage. Children are therefore making good progress towards the early learning goals. They are acquiring the skills needed for their next stage in learning, as a result of the childminder's effective practice. The childminder helps parents to engage with their children's learning by providing frequent updates about their children's progress, along with photographs of children engaged in activities. She includes thorough information about the areas of learning in their learning records, so that parents have access to this. Parents therefore receive comprehensive information about their children's progress, activities and the Early Years Foundation Stage, enabling them to continue their children's

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who attend

The childminder has a good understanding of how to use activities to promote children's learning in several areas, in order to enhance their good progress. For example, when she sees that children are interested in making marks using the chalkboard, she uses the opportunity to extend their manipulative skills and their knowledge of shapes by asking them to draw other shapes, such as, triangles and squares. She emphasises the new words for children and repeats them, to extend children's knowledge of mathematical words. The childminder talks to children about what they are doing, providing a narrative of this so that she promotes children's language development by speaking in sentences. She asks questions that encourage children to think critically, such as, about colour or size, in order to test their existing learning before building on this, to make sure it is secure. The childminder makes good use of displays situated at child height, which are

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who attend

targeted at the learning needs of individual children, to reinforce their knowledge of number. This is as a result of undertaking training, on how to best display information to support the learning of young children.

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who attend

The childminder makes effective use of children's ideas to enhance their learning. For example, when children ask for resources to look for 'mini-beasts' in the garden, she provides small nets for this. Children then play together, looking for flies and spiders, which supports their development of good thinking, speaking and social skills. When they find a spider, the childminder helps them to observe it closely, while explaining why they need to be careful, as it is a living thing. This supports children to learn respect for the natural world around them. The childminder also uses the opportunity to further reinforce children's knowledge of numbers, by counting the spider's legs. The childminder ensures that a range of age-appropriate books are accessible to children, and she and the co- childminder organise daily opportunities to enhance their listening skills as they read stories to children. This supports children's enjoyment of literacy and helps them to learn

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who attend

that print carries meaning. The childminder also displays letters at child height and children are frequently reminded that there are letter in their names to provide further support for their early literacy skills.

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

The childminder seeks thorough information from parents prior to children attending, about how their children's good health and well-being can be best supported. She obtains information about children's dietary needs and their routines, in order to provide continuity of care and support their welfare. The childminder seeks information to support their emotional well-being when they join, such as, what can make them unsettled so that she can minimise any distress. She shares her setting's policies and procedures with parents, so that they are aware of these and how they help to promote children's welfare. Parents are asked to exchange information on a regular basis with the childminding setting about children's well-being and this supports continuity for their care. Children are therefore confident and settled, as a result of the partnership working between parents and the co- childminders. They demonstrate this by engaging the childminder's attention frequently

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

through talk or vocalisations, as they have secure emotional attachments to her. The childminder teaches children to develop necessary self-help skills, such as, putting on their coats independently, which enhances their self-esteem. She also has a comprehensive understanding of how to prepare children socially and emotionally for their next steps in learning, including school. The childminder has plans in place to exchange information with other settings children may attend about their well-being, if this is needed and she recognises the importance of this to support continuity for children's well-being.

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

Children have daily opportunities for physical play outdoors. For example, they have access to wheeled toys and an age-appropriate climbing frame with a platform and slide. As a result, children receive sufficient challenge to extend their whole body coordination, while enjoying exercise as part of a contribution to a healthy lifestyle. Children also have good opportunities to learn about taking reasonable risks in physical play as they can test their skills for climbing as well as by playing on a see-saw. The childminder provides nutritious meals and snacks, with an emphasis on offering foods, such as, fruit and vegetables. Children are encouraged to learn about making healthy choices for their snacks as the co-childminders take them to local supermarkets frequently, so that children can select the fruits for these. She also provides opportunities for children to help grow vegetables in the garden and then clean and eat these. This helps children to learn where

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

some foods come from. The childminder offers water as a drink for them to take independently to help support their good dental health. However, the childminder does not always make full use of everyday routines to further support children's learning, such as by providing books for children to look at individually before snack time, while other children clean their hands.

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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, having clean hands before eating. She teaches children about road safety on walks to and from school in order to extend their understanding of how to keep themselves safe. The childminder understands how to manage the behaviour of young children effectively using positive strategies and shares her policy with parents, so that they are well informed about this. She understands the importance of being consistent to help children to learn boundaries for their behaviour so that they can manage this themselves as they become older. Children are encouraged to take on small responsibilities, such as, helping to tidy up toys and the childminder frequently praises children for this to motivate them in their efforts. This means that children are supported to learn how it can be satisfying to make a positive contribution to their small community, which also raises their self-esteem.

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provision

The childminder has a secure understanding of the procedures to follow in the event of any safeguarding concerns regarding children. She keeps her knowledge up to date and all required policies are in place, including the procedure to follow if an allegation is made against herself, her family or her co-childminder. 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 obtains written permissions from parents regarding a range of matters, such as, to administer medicines to children and to take photographs of children. This is in order to work in partnership with parents to promote their children's care and learning. The childminder completes risk assessments for the premises and local outings in order to identify any hazards and minimise these to support children's safety. Risk assessments are

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provision

regularly reviewed to ensure that they reflect the needs of children attending. The childminder completes daily checks of the areas of the premises used for childcare, in order to minimise risks to children. All required documents are in place 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. This enables her to plan activities that meet children's learning needs with the correct levels of challenge to support them in making good progress. The childminder completes regular 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 from parents to support the use of her own observations and assessments for planning. The childminder also uses discussions with her co-childminder to inform her planning in order to broaden the sources of information she draws on to enhance the accuracy of this. She monitors the observations and assessments made in the childminding setting in order to ensure that plans cover all areas of learning to extend individual children's progress. She has a good understanding of

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provision

the importance of working in partnership with other agencies and settings to support children's welfare and progress when this is needed.

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provision

The childminder obtains parents' views through both verbal means and questionnaires in order to evaluate the childminding setting. She also asks children what they like to do in her setting, in order to make use of their views to enhance her provision. The childminder makes evaluations of her existing practice and reviews this to ensure that it meets current statutory requirements. She has undertaken training in supporting children's development of communication and language skills, as well as other short courses and makes use of this to extend children's learning. All recommendations from the previous report have been successfully addressed in order to enhance her practice. The childminder therefore demonstrates a good commitment to continually enhancing her practice to promote 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 EY231526 Local authority Oldham Inspection number 869941 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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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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