Childminder in Stockport

Inspection date

Previous inspection date 04/12/2014 03/03/2009

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early years provision

This inspection: 2 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder fully understands her role in supporting children in their learning. Her teaching is consistently good and consequently, children make good progress.  Children are welcomed into a loving and stimulating environment. Therefore, they are happy and develop strong, emotional attachments with the childminder.  Children's communication and language skills develop well as the childminder listens carefully and encourages the children to recall and asks questions that extend their thinking skills.  The childminder understands her roles and responsibilities in meeting the safeguarding and welfare requirements and therefore, children's good health and safety are assured.  The childminder works in close partnership with parents to meet the individual needs of each child. She demonstrates a strong commitment to continuous improvement.

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It is not yet outstanding because

 The childminder does not always gather information about children's starting points in each area of learning, so that she can accurately monitor children's progress from the very beginning.  Opportunities for children to learn about the natural world, such as planting and growing, have yet to be fully embraced in the outdoor area.

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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 premises, toys and equipment.

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Inspection activities

 The inspector observed the childminder's practice and her engagement with children throughout the inspection.

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Inspection activities

 The inspector viewed the children's learning journals, a selection of policies and records, including risk assessments and safeguarding procedures.

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Inspection activities

 The inspector checked evidence of the suitability of household members and recent training and qualifications completed by the childminder.

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Inspection activities

 The inspector took into account the views of parents and carers from written comments recently obtained by the childminder.

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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. She lives with her husband and child in the Stockport area of Cheshire. The whole of the ground floor and the bathroom on the first floor are used for childminding. The rear garden is available for outdoor play. The childminder attends toddler groups and activities in the community. The childminder collects children from local schools. There are currently nine children on roll, three of whom are in the early years age group. The childminding provision operates all year round, from 7am to 7pm, Monday to Saturday, except bank holidays and family holidays. The family has a pet cat and one rabbit.

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

 review the information obtained from parents when children start by consistently finding out about children's starting points in each area of learning, so that children's progress is sharply focused from the beginning

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

 make full use of the garden space to further support children's understanding of the natural world, for example, by providing opportunities for children to be involved in planting and growing activities.

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who attend

The childminder has a good knowledge and understanding of how to engage young children and recognises that they learn through play. She understands the importance of working in partnership with parents and values their contributions. For example, during the settling-in period she gathers a variety of information relating to each child's care needs, likes and dislikes. This enables her to plan activities that reflect children's interests and routines. However, information obtained from parents at this time, does not support the childminder to identify clear starting points for children based on each area of learning. Consequently, the childminder misses opportunities to gain valuable information from parents in order to establish a secure baseline assessment of children's capabilities. That said, the childminder conducts weekly observations of children once they start attending and uses the information gathered to enable her to identify their capabilities.

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who attend

This information is then used to plan tailored next steps for individual learning. As a result, the childminder knows individual children well, such as their interests, capabilities and learning styles, which means that all children make good progress over time. Children's development is tracked frequently, to enable the childminder to offer any additional support to individual learning in a timely manner. The childminder completes the progress check for children between the ages of two and three years and writes monthly developmental reports, which she shares with parents. These detail children's progress across all seven areas of learning and include pictorial evidence of children engaged in a variety of activities. As a result, parents are well informed about their children's development. Parents are encouraged to share observations from the home environment and the childminder builds on these effectively, by providing complementary learning

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who attend

opportunities for children. All parents are provided with ideas conducive to their child's age and stage of development to help to support their child at home. This enhances children's developmental progress and engages parents in their children's learning.

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who attend

The quality of teaching is good, resulting in all children being effectively supported to acquire the skills and capacity to learn and develop effectively. The childminder successfully engages and focuses children in good quality conversation to promote their language skills. For example, she repeats and models new words. She takes time to engage with the children asking suitable questions that support their thinking and problem solving skills. They are provided with time to process their thoughts and talk about their experiences as the childminder encourages and supports their recall. For example, while looking at pictures of food, the childminder asks about their favourite foods and what they had for lunch the previous day. Children offer their explanations as they describe going to the cafe and asking 'the lady' for 'cheese and ham sandwiches.' The childminder talks to children about what they are doing as they engage in creative activities. She supports

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who attend

their learning as she shows them how to peel the back of a sticker, then steps back to enable them to learn and practise their new skills. She offers praise for trying or succeeding, which encourages them to try again. Children are provided with opportunities to develop their mathematical understanding as the childminder introduces numbers and colours into play and everyday activities. This enables them to learn in practical and fun ways. Children discover how things work as they use torches. They explore different attachments, which they position on the end of their torch and discover by doing this they create different images on the wall. They learn about mathematical concepts, such as size, as the childminder demonstrates that by pointing their torch close to the wall, it creates a small image and when it is pointed further away, the image becomes bigger. The childminder supports children's curiosity and interest by encouraging their exploration

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who attend

skills and by joining in their play sensitively without over directing. For example, children enthusiastically initiate their own play as they continue to explore their environment with torches and excitedly discover that by pointing it at the ceiling, the image goes 'up' and then 'down' when pointed at the floor.

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who attend

Children benefit from a print-rich environment, both indoors and outdoors, and are learning that print carries meaning. Children are captivated and enthralled as they look at books with the childminder. She combines story telling in an animated manner and encourages children to join in, which captures their interests and sustains their attention. Children are provided with extensive opportunities to make marks using a variety of media. They use crayons and pencils and excitedly exclaim they have drawn a picture of mummy. They use small spatulas to spread glue. These experiences help children to develop their hand-and-eye coordination skills, necessary for early writing and school readiness. They are encouraged to pronounce letter sounds and write their own letters, using letter cards as points of reference. Children have access to an extensive range of good quality toys and resources. Some are set out for children to play with and others are

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who attend

freely available to children in accessible storage. This allows them to make independent choices about their play and builds their confidence. Children are provided with regular opportunities to play outdoors. They engage in role-play activities as they participate in picnics and play in dens. They learn about the natural environment as they play in the garden or visit the local park and learn about wildlife as they feed the ducks. The childminder makes every effort to ensure all areas of learning are available to children. However, opportunities for children to expand their learning about the natural world, such as planting and growing, have yet to be fully embraced in the outdoor area. The childminder thoroughly enjoys the time she spends with children. She encourages them to make links with what is happening at home, as she talks about potty training as they play with dolls. Together they take the nappy off the doll, read a book about the subject and

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who attend

talk about it. This supports children's understanding of their own development. Children develop their social skills as they attend local toddler groups and extra-curricular activities, including dance lessons. These opportunities also help children begin to understand about their own local community and the wider world as they learn about other cultures through craft and play. Therefore, children are developing the skills for their future learning and their move on to nursery or school.

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

The childminder provides a warm, welcoming and stimulating environment. She sets up inviting play spaces and offers children choice, support and challenge. They have space to move around and are able to easily reach a wide range of good quality, developmentally appropriate resources. As a result, their curiosity and interest is promoted. For example, children eagerly explore a variety of objects displayed on a low-level table. They observe that the polar bear feels 'prickly' and excitedly exclaim that 'the tummy on Father Christmas lights up.' All children form secure emotional attachments with the childminder who is caring, loving and attentive to their needs. As a result, they are happy and content in her care. She responds well to children's emotional needs and recognises when they need reassurance and comfort. Detailed information is gathered from parents about their child's needs before they start, such as what children are interested in and details about

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

their sleeping and eating routines. Settling-in arrangements are tailored to meet the requirements of each individual child and their family. For example, parents and children are invited to the childminder's home prior to children being left. This helps to ensure a happy, smooth transition between home and the childminder's care. New children settle very quickly, demonstrating high levels of contentment. Together this results in building children's confidence in approaching new experiences.

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

All children display a strong sense of belonging at the childminder's home. They are well behaved as she gently reinforces and explains positive behaviour strategies. The childminder speaks in a calm, quiet manner and manages behaviour in a way that is appropriate to each child's age and stage of development. For example, she teaches them about acceptable behaviour and supports them in learning how to share, take turns and respect each other's feelings. She gives them lots of praise and encouragement. This builds their self-esteem and prepares them well for their future move to nursery or school. Children are encouraged to learn self-help skills early and they capably manage their personal needs, as they get older. This gives children the essential skills and attitudes needed for their future learning. Children learn how to keep themselves safe through the guidance that the childminder gives to them. They learn about safety when on outings in

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

the local community and learn the importance of wearing high visibility jackets so they can be seen in the dark when crossing the road. Visual pictures are displayed in the childminder's home, such as how to use scissors safely. These are used as discussion points making children aware of their own safety and the safety of others. They also take an active part in regular fire evacuation procedures, which ensures they are familiar with routines enabling them to evacuate the childminder's home safely and confidently.

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

Children are actively encouraged by the childminder to develop healthy lifestyles with a good focus on managing their own personal hygiene needs, relative to their age and ability. For example, daily routines promote hand washing. Children are aware they must use a clean hand towel each time they go to the bathroom, so that germs do not spread. The childminder ensures her home is clean and safe and takes effective steps to minimise the risk of cross-infection and to promote children's good health. Children receive healthy, nutritious meals provided by the childminder. They learn about the significance of healthy eating and the childminder engages them in discussions about healthy choices. Children visit the local supermarket and choose items from a variety of fruit and vegetables. They are provided with regular opportunities to participate in food tasting and baking activities, further developing their understanding of different foods. Children are provided with lots

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

of opportunities to promote their physical skills and confidence both indoors and outdoors. For example, they play on a range of small and large equipment in the garden and at the local parks.

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provision

The childminder has a good understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. All household members are vetted to determine their suitability. The childminder attends safeguarding training regularly to ensure she maintains a good knowledge of child protection issues. She has a clear awareness of the signs of abuse and neglect, and the procedures to follow if she has concerns about a child in her care. This effectively protects children from harm. There is a clear safeguarding policy, which is now shared with parents and includes guidance about the use of mobile telephones, cameras and safe internet access. Written risk assessments for her home and outings, along with close supervision of children, ensure that risks to those in her care are minimised. Documentation is recorded well, regularly reviewed and used effectively by the childminder to safeguard children and

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provision

support their welfare. This includes children's details and records of attendance. This further safeguards children. A comprehensive range of policies and procedures are applied and shared with parents. Consequently, they are well informed of the childminder's responsibilities.

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provision

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She provides a broad range of activities that reflect children's developmental needs and interests. This enables children to make good progress. The childminder makes effective use of observations and takes into account parents' views, children's interests, ages and abilities when planning future activities. Regular monitoring of children's development assessments ensures the childminder knows where each child is in their stage of learning and where they need further support. Children's progress is shared with parents on a regular basis. As a result, children's learning and care is tailored to meet their individual needs. Since the last inspection and following an additional visit by Ofsted in 2011, the childminder received a notice to improve, where actions were raised relating to safety of the premises and behaviour

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provision

management. The childminder has addressed all the actions and recommendations. This demonstrates her commitment to improve. For example, she has revised her risk assessment procedures and removed all potential hazards both indoors and outdoors to ensure children's safety is maintained. The childminder has attended a variety of training, which has significantly improved her knowledge and skills, such as managing children's behaviour. As a result, children are well behaved and know what is expected of them. The childminder works closely with the local authority to develop her knowledge of the requirements of the Early Years Foundation Stage. She has improved her teaching techniques resulting in better outcomes in all areas of children's learning. The childminder meets other childminders on a regular basis to enable her to reflect on her practice and share ideas. This helps her to identify areas for development and make the changes

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provision

needed to further improve her provision. For example, she is currently developing her outdoor play area. This will extend children's play experiences and benefit those children whose preference is for learning outdoors.

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provision

The childminder has positive relationships with parents and engages in daily conversations with them about their children's well-being and progress. As well as verbal information sharing, she also uses monthly report sheets to share information and to ensure parents are kept fully informed about their children's progress and the activities they complete. She has established good partnership working within the community and regularly attends playgroups and activity centres. This enables young children to become familiar with other settings and develop their social skills and confidence. Parents are very complimentary in their feedback about the progress their children are making and the care and nurture bestowed on them. The childminder recognises the importance of smooth partnership working for children who attend other early years settings and has established effective links with other providers to support continuity of care and learning for each child. Close

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provision

liaison with local schools and sensitive support provided by the childminder ensures that children are prepared for their move on to school.

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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 EY380970 Local authority Stockport Inspection number 878824 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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