Childminder in Oldham

Inspection date

Previous inspection date 10/11/2014 22/01/2010

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder demonstrates a secure understanding of how to safeguard the welfare of children in his care and manage concerns of this type. Effective measures are in place to keep children safe by minimising risks.  The childminder provides consistent boundaries to help children learn how to manage their feelings and behaviour. Children are confident and happy with the childminder as they develop secure emotional attachments.  Partnerships are established with parents to support children's care and learning. The childminder understands the importance of working with any other settings and professionals to support continuity for children's care and progress.

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It is not yet good because

 The childminder does not have an adequate understanding of assessment, including how to implement the progress check for children between the ages of two and three years, in order to make a full contribution to the progress of children in the co- childminding setting.  The childminder has not considered all ways in which to make the best use of routine events, such as snack times, to support children's learning.  Self-evaluation has not been sufficiently robust to identify where there are gaps in knowledge that prevent continuous improvement in practice.

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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 his provision and seeks the views of others to inform this.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. He lives with his wife, who is also a registered childminder and their adult child in Chadderton, Oldham. The childminder and his wife work together as co-childminders. The whole of the ground floor of the childminder's house 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. 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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must:

 develop a secure knowledge and understanding of how to implement assessment, including the progress check for children between the ages of two and three years, in order to make a greater contribution to the support for children's progress.

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

 extend the use of routines, such as before meal or snack times, in order to enhance support for children's learning

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

 develop robust methods of self-evaluation, including collaborative evaluation with the co-childminder, in order to bring about continuous improvement in practice and knowledge.

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who attend

The childminder does not have a secure understanding of how to carry out the progress check for children between the ages of two and three years. Consequently, he does not have sufficient knowledge to independently implement the progress check in order to assess children's learning, and then use this to plan their next steps. Although the secure skills and knowledge of his co-childminder mean that children are supported to make good progress in their learning, the opportunities for collaborative assessment and planning are, therefore, not maximised as a result of his lack of knowledge. The childminder has an adequate understanding of the areas of learning defined in the Early Years Foundation Stage and can use his knowledge in order to support some aspects of children's learning. He understands the importance of using information from parents when children begin to attend in order to find out their starting points in development to inform initial planning.

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who attend

The childminder also recognises how the use of ongoing information from parents can enable greater precision of planning for children's progress. Overall, although children gain the skills needed for their next stage in learning and make good progress towards the early learning goals, this is due to the more informed approach of his co-childminder.

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who attend

The childminder uses spontaneous opportunities to support children's learning. For example, he holds children up to examine a spider they find on the climbing frame and they count how many legs it has. He models how to draw with large chalks on a chalkboard and encourages children to copy his marks, which enables children to learn that marks can carry meaning. This supports their early writing skills. The childminder also provides children with letter names when they explore the magnetic letters on the child- height area of the refrigerator. This further promotes children's early literacy skills. The childminder provides some unusual activities, such as making a bug hotel with children, so that they can learn about creatures, such as flies, by attracting these into the garden. He also grows flowers with children so that have further opportunities to learn about the natural world around them.

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who attend

The childminder supports children to play with home role-play resources, such as a toy kitchen and accessories. He provides children with words for the different utensils, such as plates, to extend their vocabulary. Children are provided with sand to explore and the childminder supports their emerging ability to play imaginatively by suggesting that the sand is food that they are serving. Children, therefore, are supported to develop their manipulative skills as they scoop and pour the sand. The childminder makes a range of books accessible to children and also reads stories to them daily, to develop their enjoyment of these. This supports their early literacy skills.

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

The childminder seeks detailed information from parents prior to children joining about how he can best support their good health and well-being. The childminder also obtains information about children's dietary needs and their routines, in order to provide continuity of care and support their welfare. He seeks information to support children's emotional well-being, such as about any preferred activities, in order to distract them if they are unsettled when they initially attend. The childminder shares the childminding setting's policies and procedures with parents to ensure that they are aware of these and they understand how they support practice in promoting their children's welfare. Parents are asked to exchange information on a regular basis with the childminder about children's well-being and this supports continuity for their welfare. For example, parents are asked to update their full contact information at least once a year to ensure that this is correct in

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

case of illness or emergency when children are being cared for. Children are confident and cheerful, and demonstrate this by engaging the childminder's attention frequently, as they have secure emotional attachments to him. For example, they hold out their hands for him to catch them at the bottom of the slide. The childminder has a good understanding of the importance of preparing children socially and emotionally for their next steps in learning, including school. He encourages children to develop relevant self-help skills, such as finding their coats independently, so that they are able to do this when they attend school. The childminder has plans in place to exchange information with other settings children may attend, when this is needed, and understands the importance of how this supports continuity for their well-being.

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

Children enjoy daily opportunities for physical play outside on the premises. For example, they have access to wheeled toys outdoors and an age-appropriate climbing frame with a platform and slide indoors. They also enjoy using the see-saw and the childminder is reassuring as some children gain the confidence to try this new experience. This further supports children's good emotional well-being and also provides experience of taking reasonable risk in their play. The childminder, therefore, provides sufficient challenge for children to extend their physical development by offering frequent opportunities for exercise. The childminder provides nutritious meals and snacks which contain fruits and vegetables, some which are chosen by children on their frequent outings to local supermarkets. This helps children to learn about making healthy choices in foods. The childminder also provides opportunities for children to help grow vegetables in the garden

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

and then clean and eat these. This helps children to learn where some foods come from. The childminder offers water as a drink to help support children's good dental health and this builds children's independence skills as they can also collect their own beaker. However, the childminder does not always make full use of routines to support children's learning. Children are provided with books to look at before snack time, while other children clean their hands. However, children do not sustain interest in these because adults are involved in care routines.

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

The childminder uses effective procedures to minimise any risk from cross-contamination during routines, such as nappy changes. He helps children to learn about maintaining good personal hygiene, such as having clean hands before and after eating. The childminder teaches children about road safety when on outings in order to develop their future independence. He demonstrates effective skills in managing the behaviour of young children by using strategies like re-direction when toddlers are reluctant to share. The childminder understands the importance of being consistent when teaching children boundaries for behaviour so that they have a clear understanding of these. He also encourages children to take on small responsibilities, such as helping to tidy up toys, so that they learn the satisfaction obtained from helping others. The childminder praises children when they are helpful or succeed in a task in order to build their self-esteem and

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provision

The childminder has a secure understanding of the procedures he should follow if he has any safeguarding concerns regarding children. He has all required policies in place, including the procedure to follow if an allegation is made against himself, his co- childminder or their family. All adults living or working on the premises have been checked for suitability. The childminder has a valid paediatric first-aid qualification, which enables him to deal with minor accidents and injuries appropriately. He obtains written permissions from parents regarding a range of matters, including administering medicines to children and taking photographs of them for observational purposes. This supports working in partnership with parents for their children's welfare and learning. The childminder completes risk assessments for the premises and any local outings, in order to identify hazards and minimise these to support children's safety. Risk assessments are regularly

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provision

reviewed to ensure they remain effective for 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 documentation is in place to underpin the safe running of the childminding setting. However, the childminder does not have a secure understanding of assessment, including how to implement the progress check for children between the ages of two and three years. He is, therefore, able to make some contributions about observations of children's learning to assessments, including the progress check, but this is limited due to his developing knowledge of the assessment requirements.

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provision

The childminder contributes to providing activities that meet children's learning needs with the correct levels of challenge that enable them to make good progress. He has an understanding of the importance of completing observations and assessments of children's progress, in order to make plans for their future learning. He uses his knowledge of their interests and information from parents to support their learning through both planned activities and spontaneous opportunities. Observations and assessments are monitored in the childminding setting, in order to ensure that plans for children's learning cover all areas to enhance their progress. Although, this is largely as a result of the effective practice and greater understanding of his co-childminder. The childminder has an understanding of the importance of working in partnership with other agencies and settings to support individual children's welfare and learning if this is needed.

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provision

The childminder has not made sufficiently robust evaluations of his knowledge and understanding in all areas of practice, in order to ensure that any gaps in these are addressed. As a result, he has not developed a secure knowledge of how to implement the progress check for children between the ages of two and three years, in order to make a full contribution to children's progress. His evaluations enable him to identify some basic training needs. For example, to ensure that he completes a valid paediatric first-aid course so that children's welfare is adequately supported. Not all recommendations from the previous inspection have been effectively addressed, in order to continue to maintain a good standard of practice when supporting children's learning. This is because the childminder's evaluation has not focused adequately on his ability to carry out assessments, in order to play a full role in supporting children's 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 EY387099 Local authority Oldham Inspection number 859016 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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