Childminder in Bury

Inspection date

Previous inspection date 13/11/2014 18/11/2008

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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 2 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Children develop warm and trusting relationships with the childminder and are happy in her care.  The childminder completes observations and assessments of children and provides activities that children enjoy, which supports their learning. Consequently, children make steady progress in their learning and development.  The childminder has a secure understanding of safeguarding practice and the procedure that she must follow should she have any concerns about the welfare of a child in her care.

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It is not yet good because

 Information gained from parents on entry, does not always provide the childminder with the detailed information she requires to help her to further plan for children's future learning needs. She does not always give parents detailed information about children's learning on an ongoing basis.  Individual next steps for children's learning are not consistently implemented through effective planning. Consequently, children's learning is not always fully promoted to help them make the best possible progress.  Self-evaluation and improvement lacks rigour and is not always monitored effectively to improve learning opportunities for children.

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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 areas of the premises used for childminding.

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Inspection activities

 The inspector spoke with children and held discussions with the childminder about the children's progress and achievements.  The inspector viewed the children's development records.

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Inspection activities

 The inspector saw evidence of the suitability and the qualifications of the childminder, self-evaluation, risk assessment and policies and procedures.

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Inspection activities

 The inspector took account of the views of parents from documentation obtained by the childminder.

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Information about the setting

The childminder was registered in 2008. She lives with her partner and two children in the Radcliffe area of Greater Manchester. The whole ground floor of the childminder's house is used for childminding, in addition to the bathroom and two bedrooms on the first floor. There is an enclosed garden for outdoor play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently five children on roll, of these; three are in the early years range. The childminder provides overnight care. The childminder attends local toddler groups and holds a recognised early years qualification at level 3.

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must:

 implement consistent and effective planning and learning opportunities that supports children's individual next steps to provide challenge across all areas of learning for all children.

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

 enhance the depth of information gathered from parents about children's learning and development on entry in order to further enrich the planning process and share more information about children's learning on an ongoing basis

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

 extend self-evaluation through careful monitoring and analysis of the quality of the care, learning and development on offer and identify targets for improvement that will raise children's achievements over time.

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who attend

The childminder demonstrates a basic understanding of how to implement the learning and development requirements of the Early Years Foundation Stage. This impacts on the educational programmes as some of the planned activities are not always effectively matched to each child's individual stages of development. The childminder gains information about children's likes and dislikes on entry. However, she does not yet involve parents in providing detailed information about their children's capabilities on entry. This means that children are not always effectively challenged right from the start. Consequently, they are not always provided with an appropriate level of challenge, so that they make the best possible progress in their learning and development. The childminder is aware of the requirement to complete the progress check for children aged between two and three years, and has arrangements to provide a brief written summary of

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who attend

children's development to parents. She also gives general daily feedback to parents about their child's day, but has not yet explored ways of engaging parents more actively in their child's ongoing learning. This means that any learning that takes place at home is not fully acknowledged or reflected in children's progress. The childminder has started to build links with the local schools and shares basic information about children's learning and development with the school staff, to promote consistency in their early education. This further supports children for their eventual move to school.

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who attend

Children make suitable progress in their learning, and are supported by the childminder who provides children with the opportunity to select play resources and equipment and to lead their own learning. For example, she is aware of children's likes and dislikes and plans activities that she knows they will enjoy. The childminder asks children questions about numbers and animals as she hides them in pasta for a sensory activity. Furthermore, she provides a range of number jigsaws as she encourages children to count the numbers and recognise the colours. This enhances their mathematical understanding and their concentration and listening skills. Children are confident to engage in conversations with the childminder, and she asks suitable questions and repeats words to further support their acquisition of language. Children have opportunities to play together, supported by the childminder, which further promotes their social skills. Children are

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who attend

happy, inquisitive and enjoy playing in the well-organised environment. This helps them gain the basic skills they need to be ready for their next stage in learning.

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who attend

Children's sensory experiences are promoted well as the childminder has a range of sensory play materials and treasure baskets for children to explore. Children experiment in coloured dough and use a range of tools to make marks as the childminder encourages them to 'squash', 'pat' and make shapes. Children also have access to a range of technology equipment and enjoy using a range of toys with a cause and effect. This promotes their critical thinking skills. The childminder supports them to use the equipment and to see what effects their pushing and pressing has on the toys. While playing with the animals the childminder provides boxes, bandages and empty bottles for the 'pretend medicine' to help children to extend this learning into role play at the vets. This allows them to extend their own activity and provides opportunities for children to enhance their imaginative play and to learn to care about animals and living things.

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

Children share warm relationships with the childminder and are relaxed and comfortable in her care. New starters settle quickly into the setting as the childminder gathers initial information from parents about their children's care needs, which she uses to build relationships and to help children to feel safe and secure. As a result, children's emotional needs are supported and they are motivated to learn. They demonstrate a positive approach to learning, supported by the care and supportive interactions of the childminder. A range of equipment to support all areas of learning is readily accessible for children to choose for themselves, which promotes their independence. This supports their ability to make choices and guide their own learning. Children explore, play and learn in a safe and secure environment both indoors and outdoors. The childminder's home is comfortable and welcoming and children move around freely and safely, because the

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

childminder takes appropriate steps to ensure that hazards are kept to a minimum.

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

The children undertake regular visits to toddler groups and to the local schools. This helps children to develop their confidence, when away from the setting and also develops their awareness of the world around them and the wider society. The childminder supports their emerging understanding of the importance of a healthy lifestyle that involves physical exercise and a healthy diet. Children benefit from fresh air, as they have regular access to the garden. They have access to a range of outdoor toys, such as a large trampoline. This means that they have ample space and equipment to jump, run and make large body movements. The childminder ensures that children are suitably dressed to allow them to explore the outdoors in all weathers. This supports their growing understanding of the world. The childminder provides nutritious snacks and meals, which include fresh fruit and vegetables and children's individual dietary preferences are well catered for. Furthermore,

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

healthy eating posters are attractively displayed around the home to reinforce this positive message. Children are supported to develop their independence as the childminder encourages them to feed themselves. All children are learning about the need for good hygiene practices as they routinely wash hands, before mealtimes and have individual towels to prevent the risk of cross infection. As a result, children achieve independence in hygiene and managing their personal care.

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

Children learn about the needs and feelings of others as the childminder encourages them to share and take turns. Their behaviour is very good, as the childminder shares consistent expectations and offers explanations as children play. The childminder reinforces the use of positive language and acts as an effective role model. Children willingly take on responsibility. For example, tidying away equipment, before moving on to the next activity and the childminder provides clearly labelled storage, which further supports children's growing independence. Gentle reminders from the childminder helps children to understand about keeping themselves safe, as they play and use a variety of equipment. Furthermore, the childminder teaches children about road safety during regular outings where children wear high visibility jackets to further promote their safety. Complying with these expectations means children enjoy their experiences and are well

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

supported to develop the skills to underpin their eventual move into the larger environment of school.

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provision

The childminder is very aware of child protection procedures and understands her role and responsibilities in keeping children safe and promoting their welfare. She has attended a relevant safeguarding course and has booked to attend refresher safeguarding training to update her knowledge. Policies and procedures are reviewed and are shared with parents. The childminder carries out effective risk assessments in her home to minimise potential hazards and ensure that the environment is safe for children. Furthermore, safety equipment, such as, door gates, fire safety equipment and effective accident and medicine recording further supports children's welfare. The childminder verifies the identification of any visitors to her setting and uses a daily signing-in record for visitors and children.

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provision

The childminder has a satisfactory understanding of how children learn. She understands observation and assessment and has implemented a system to track children's progress. Individual next steps for children's development are identified. However, these do not always consistently translate into practice through effective planning. As a result, some activities lack appropriate challenge to ensure that children are making good progress across all of the areas of learning. The childminder understands the need for early intervention and how to make referrals for additional support to meet all children's needs.

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provision

Since the last inspection by Ofsted, the childminder has made some positive changes to her provision. For example, children are now provided with individual drinking cups and medication records have been reviewed to promote children's good health and well-being. Risk assessments have been revised which helps to keep children safe. A variety of natural materials and positive images have been introduced. This further promotes children's sensory development and their understanding of diversity. Furthermore, the childminder now speaks to parents about children's achievements. However, she feels this is an area that she wants to continue to improve on. As a result, there have been some positive impacts on the education and care of the children.

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provision

The childminder has an awareness of the strengths of the setting and has identified areas for further improvement. She involves children and parents in some aspects of evaluating the provision. For example, she provides some resources and learning opportunities that she knows children will enjoy. However, the self-evaluation lacks rigour to ensure that the identified areas for improvement are more focused and targeted to drive improvements. The childminder is aware that she would benefit from further training to help her to deliver the learning and development requirements of the Early Years Foundation Stage. However, this training has yet to be accessed meaning that there are identified areas for improvement that have not yet been addressed.

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provision

The childminder has systems in place to communicate with parents. She shares her policies and procedures with them and they use written comments to express their satisfaction with the service that they receive. Parents are very complimentary about her childminding service. The childminder communicates with them verbally each day and also uses telephone conversations to share additional information with parents. She ensures that information from parents is passed on to school to ensure that a consistent approach is adopted when children attend other settings. However, the partnerships with parents do not yet extend to the childminder encouraging them to fully share in the learning that takes place in her setting on an ongoing basis.

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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 EY362419 Local authority Bury Inspection number 878471 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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