Childminder in Stockport

Inspection date

Previous inspection date 18/11/2014 27/09/2011

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early years provision

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

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This provision requires improvement

 The childminder's safeguarding procedures are sufficient. This ensures that children's welfare is protected and children are kept safe from harm.  Partnerships with parents and other professionals are sufficient and information is suitably exchanged, which contributes to meeting children's needs.  Children have built up relationships with the childminder and they are happy and settled in her care.

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It is not yet good because

 The childminder occasionally exceeds the maximum number of children she can care for, which means at times she does not meet the needs of all children to fully support their well-being.  The resources are not always effectively organised to allow children space to become engaged and actively involved in their self-chosen activities.  Children's ability to succeed is not fully supported at times because the childminder does not always routinely check resources, such as jigsaws, to ensure they are complete.

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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 observed activities in the childminder's house and talked with the childminder.  The inspector viewed the areas of the premises and garden used for childminding.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members, and a range of other documentation, including the safeguarding procedures.

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Inspection activities

 The inspector took account of the views of parents, as recorded in written questionnaires.  The inspector discussed the providers self-evaluation and development plans.

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Information about the setting

The childminder was registered in 2006 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children in the Heaton Chapel area of Stockport. The family have a pet bearded dragon. The whole of the ground floor and toilet facilities on the first floor are used for childminding. There is an enclosed garden available for outside play activities, and the childminder lives within walking distance of local parks, shops and schools. She is able to take and collect children from local schools and pre-schools. There are currently eight children on roll, of whom five are in the early years age range and attend for a variety of sessions. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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must:

 maintain the required ratios at all times to ensure the needs of all children are consistently met and their well-being is effectively supported.

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

 strengthen procedures for checking equipment, such as jigsaws so that they are complete and children's ability to succeed is fully supported and maintained

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

 extend the opportunities for children to become actively involved and engaged, for example, by organising the resources more effectively to ensure children have enough space to play and explore.

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who attend

The childminder demonstrates she has a suitable understanding of the learning and development requirements of the Early Years Foundation Stage. Consequently, children are making suitable progress in their learning and development. She has implemented suitable systems to assess children's development and plans for their next stage in learning appropriately. She uses recommended guidance to ensure that children are on track and making suitable progress towards the early learning goals. She is aware of the need to complete and share with parents the progress check for children between the age of two-and-three years, when the time comes. The childminder knows the children she cares for well and planning focuses on children's interests and she takes into account children's wider experiences at home when planning learning activities. The childminder completes daily diaries to update parents about the activities their children have taken

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who attend

part in and this includes information about their child's achievements. This means that they are able to see information about their child's development and support their children at home.

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who attend

Children speak clearly and the childminder supports them in their acquisition of language. She sits on the floor and participates appropriately with them during group activities, which suitably promotes their speaking and listening. She provides books and cards with pictures of animals, which she knows children enjoy, and uses these in her teaching. For example, she encourages younger children to name the animals and to create the sounds they make. Furthermore, she helps older children to recognise initial letters and sounds of words. This demonstrates that the childminder suitably supports children during group times with their speaking and early literacy skills. Children enjoy singing rhymes and join in with their favourite songs as the childminder sings. She models counting as children look at the pictures on the pages of books, providing them with regular praise and encouragement as older children begin to count for themselves unprompted. This helps to

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who attend

support their understanding of mathematical concepts. Children demonstrate they are willing to 'have a go' and particularly enjoy completing jigsaws. The childminder provides younger children with a simple jigsaw puzzle so they can join in. However, these are not fully complete as some pieces are missing, which means children's ability to succeed is not fully supported.

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who attend

Children have suitable opportunities to play with different resources, such as dolls, building blocks and train tracks. However, the resources in the playroom are not effectively organised to provide children with enough space to build and play. This means children are sometimes unable to become actively involved and suitably engaged in self- chosen activities to support their all-round development. Children move around the play room choosing different toys to play with as the childminder talks to them. However, at times, the childminder's ability to consistently support all children to meet their needs is not fully effective. For example, she supports older children as they choose to play with a garage, which means younger children do not receive the support they need to build their tower higher, which they cannot do on their own. This is because she occasionally exceeds the required number of children she can care for at any one time. The childminder takes

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who attend

children on a suitable range of outings to places, such as toddler groups and parks. She provides appropriate opportunities for the children to socialise with others in larger groups. Consequently, children are beginning to learn the necessary skills to prepare them for the next stage in their learning.

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

The childminder is friendly and welcoming. She provides an environment where children feel they are able to explore safely. All children have built up relationships with the childminder and are happy and settled in her care. She gathers information from parents about their child's needs before they start, which means she gets to know children well. She encourages parents to visit with their children and then leave them for short periods in her care so they can all get to know each other. This means the move from home into the childminder's care is smooth and helps children to feel happy and secure. The childminder is a positive role model who provides clear and consistent guidance for children's behaviour. She sets clear expectations and takes the time to explain the boundaries to children, to support them in behaving well. For example, as they play together she encourages sharing and kindness. She praises children and gives them

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

encouragement as they take turns with resources. This helps to build their self-esteem and confidence and prepares them well for future moves to nursery or school.

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

Children benefit from the use of a dedicated playroom where they generally access most of the suitable range of toys and activities independently. However, resources are not effectively organised or tidied away once finished with, which reduces the space to play and explore for children. This means they are sometimes unable to fully explore their surroundings to support their emotional well-being. Children are developing a suitable understanding of the importance of living a healthy lifestyle. This is because the childminder offers food at snack times that is nutritious and healthy. For example, she provides children with fruit, bread sticks, yoghurt and drinking water throughout the day. She further promotes children's understanding of health and hygiene through the daily routine. For instance, she teaches children to wash their hands before eating and after using the toilet. Consequently, the risk of cross-infection is minimised. The childminder

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

suitably supports children to become independent in self-care routines, for example, with feeding themselves and learning to use the toilet. However, on some occasions, older children require support with their toilet training needs and at times have to wait for them to be met. This is because the childminder occasionally cares for more children than meets the requirements and does not always manage this effectively to support children's well- being.

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

The childminder provides children with regular access to fresh air and exercise, which sufficiently promotes their active lifestyle and physical development. Children play in the large rear garden on the trampoline, ride on toys and there is plenty of space to run around. This supports them to take risks in their environment. Consequently, children develop positive attitudes towards being outside and can manage risk effectively. The childminder takes children on regular walks in the community and to different toddler groups. This provides children with opportunities to socialise and mix with other children. In addition, they accompany the childminder and older children on school runs, helping to familiarise them with other settings. This helps them to develop confidence to prepare them for when they move to another setting or school in the future.

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provision

The childminder shows a reasonable understanding of the Safeguarding and Welfare Requirements of the Early Years Foundation Stage. However, she occasionally exceeds the maximum number of children she can care for at any one time. The impact of this is not significant, but it does mean that she is occasionally unable to effectively meet the needs of the children, to support their well-being and learning effectively. She knows how to report any safeguarding and child protection issues and has the necessary documentation in place to support her, including a safeguarding procedure. All adults within the home have the appropriate checks, to ensure they are suitable to be around children and she never leaves children alone with unvetted adults. The childminder has recently attended training to support her in safeguarding children. She has a written policy in place for administering medication and seeks parental consent before administering this to children.

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provision

She has an appropriate paediatric first-aid certificate to allow her to respond to accidents and emergencies, if they ever occur. This helps to keep children safe. The childminder has appropriate risk assessments in place to support her in keeping children safe. She ensures she signs visitors and children into the setting, which allows her to keep a record of their attendance.

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provision

The childminder demonstrates suitable systems in place to evaluate her practice. She is currently attending training to further improve her knowledge and practice, and plans to incorporate what she learns into her setting. Since her last inspection the childminder has made some improvements to the way she collects information on children's current achievements and plans for their future learning, subsequently previous recommendations are adequately met. She monitors children's progress using recommended guidance to assess if children are ahead or behind in their expected development for their age. She uses this information to plan experiences to support their next steps in learning. This means children make suitable progress in their learning and development. The childminder is open to seeking the views of parents and other professionals. She has links with other childminders to share ideas to make further improvements to her setting. She is keen to

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provision

attend further early years training. She has identified areas for further improvement to help her to improve the educational programmes offered to children. Through discussion the childminder explains that she has made some improvements to the range of resources she provides to ensure these meet the needs of all children.

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provision

The childminder is aware of the benefits of working with other professionals to support children's continuity of care and learning. The childminder provides parents with useful information at the end of each day of their children's care needs and what they have enjoyed during their day. Parents comment favourably on the service the childminder provides stating that the childminder is extremely approachable and they have no complaints. She displays important information, such as her certificates of registration and insurance so parents can see them. She links appropriately with schools and passes information from teachers to parents. This helps to promote children's needs consistently. The childminder has secure links with the local toddler groups and takes children to attend rhyme time at the local library.

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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 EY332423 Local authority Stockport Inspection number 878114 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

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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