Childminder in Rochdale

Inspection date

Previous inspection date 05/12/2014 21/07/2009

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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 identifies children's individual learning needs and interests and uses this information to support their next steps in learning. Consequently, activities are relevant to children's stages of development and they make good progress.  Children relate well to the caring nature of the childminder. Consequently, they form secure emotional attachments, which enable them to feel confident in their surroundings.  The childminder has a good understanding of safeguarding and how to protect children. Detailed risk assessments, policies and procedures effectively support practice, to ensure children are safe at all times.  The childminder has developed positive and supportive partnerships with parents, which enhances consistency in children's learning and well-being.

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It is not yet outstanding because

 The childminder does not always enhance children's critical thinking, through asking more effective questions or supporting children to find their own solutions to problems, to promote their learning further.

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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 spoke with the childminder at appropriate times throughout the inspection and observed play, teaching and learning opportunities inside.

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Inspection activities

 The inspector looked at a selection of documentation, including children's information, risk assessments, certificates, policies and procedures, the childminder's self-evaluation form and evidence of suitability checks.

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Inspection activities

 The inspector reviewed written comments from parents and took account of their views of the service provided by the childminder.

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Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder holds a childcare qualification at level 3. She lives with her child in a house in Heywood. The whole of the ground floor, the bathroom on the first floor and the rear garden are used for childminding. The family has a dog and fish as pets. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently nine children on roll, of whom four are in the early years age group, who attend for a variety of sessions. She operates all year round from 6am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 enhance children's critical thinking by, for example, asking more open-ended questions and supporting children even more to find their own solutions to problems, to promote their learning even further.

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who attend

The childminder is knowledgeable about the requirements of the Early Years Foundation Stage and understands the need to promote children's learning and development through play and planned activities. The childminder makes sure that activities are developmentally appropriate through effective use of observation and purposeful assessments. She uses this information well to plan activities to support individual next steps in learning for children. The childminder tracks children's progress across all areas of learning and development. She uses this information to highlight any gaps in their development and is aware of appropriate procedures to seek additional support, if required. As a result, the childminder is able to plan a range of appropriately stimulating activities that support children to make good progress. This provides a firm foundation for their future learning and ensures that children are acquiring the necessary skills and dispositions for learning to

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who attend

Speaking and listening skills are promoted well. The childminder is a good role model and models good listening during activities. Children enjoy exploring different noises they can make with everyday resources and the childminder supports them by encouraging them to listen to the different sounds. The childminder supports the language acquisition of young children well by praising the child when they attempt a word and remodelling the word so that children hear the correct pronunciation. As a result, children feel secure in attempting new words. Children have opportunities to help develop their small muscular movements and handling skills well. For example, they effectively use rolling pins and cutters as they skilfully manipulate play dough and pick up small sequins and jewels to decorate homemade musical instruments. Children begin to use numbers spontaneously in their play. The childminder effectively reinforces this awareness by encouraging children to

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who attend

count while they play and introduces mathematical language, such as big and small, high and low, when children are enthusiastically catching and popping bubbles. As a result, children's understanding of these concepts is extended. However, the childminder does not always enhance children's critical thinking skills. For example, the childminder told children that they needed more glue to enable items to stick to the paper. Rather than supporting the children to think and understand why the materials were not sticking and work out the problem for themselves, to support and promote their learning further.

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who attend

The childminder has good relationships with parents. She encourages them to share information about their child's learning when they start at her setting and in their daily discussions together. The childminder ensures parents are aware of activities children are taking part in through regular newsletters and daily discussions. The childminder shares photographs and discusses children's progress and learning needs with parents. Together, parents and the childminder review learning that has happened and establish children's next steps together. Consequently, parents work with the childminder and are kept fully informed about their child's development. The childminder carries out the progress check for children between the ages of two and three years and provides parents with a written summary. As a result, parents are aware of the good progress that their child is making.

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

Children develop secure emotional attachments with the childminder. The childminder sits with them as they play and shows a genuine interest in what they are doing. She is attentive towards their needs and children feel happy to approach her for reassurance. These relationships are enhanced through the childminder's clear settling-in procedure, which is guided by parents and children's individual needs. Children and parents visit the childminder's home prior to starting at the setting to support the child in becoming familiar with the environment. This is also an opportunity for parents to share information with the childminder about their child's care needs and learning so far. As a result, the childminder has a good understanding of individual children's needs and plans activities based around children's interests. Consequently, children are happy, confident and settled in the childminder's care.

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

The childminder provides a welcoming and child-friendly environment. Some toys and resources are stored within children's reach and they are also encouraged to make choices about their play through a book of photographs of all the toys available. Children's behaviour is good because the childminder takes a consistent approach in her expectations regarding how children behave. The childminder rewards good behaviour with positive comments and explains to children why certain behaviour is inappropriate dependent upon the age and stage of the children. The childminder enhances children's confidence and self-esteem by praising the children when they try hard or achieve. Children have a good sense of belonging in the setting as their work is displayed on the wall and they self-register when they arrive. The overall atmosphere is one of calm, so children are happy and focused during child-initiated and adult-led play. The childminder

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

supports children to socialise with other children by attending regular sessions at different groups. As a result, children are gaining skills, which will support them in the move to school.

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

Regular routines, such as hand washing before meals and after using the toilet, provide children with good opportunities to develop self-care skills. Children also learn about healthy practices, such as blowing their nose and covering their mouth when they cough. The childminder clearly explains and reminds them the reasons for this. This supports children well in starting to develop suitable ideas of appropriate personal hygiene practices. Children have daily access to the outdoors by playing in the garden or on various walks in the local community and parks. They also attend a regular singing and dancing group which supports children in understanding the benefits of regular exercise. Children are developing a good understanding of keeping themselves safe as they are encouraged to tidy up toys from the floor so that they do not trip and hurt themselves. Consequently, the childminder provides the space and freedom for children to explore

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

while being kept safe through her supervision and support.

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provision

Children's safety is very well promoted because the childminder is knowledgeable about the safeguarding and welfare requirements. The childminder uses effective risk assessments for her home and outings. This means that she minimises hazards and maintains a safe environment for children. The childminder has completed safeguarding training and she is aware of the signs and symptoms that would alert her to any child protection issues. In addition, she is confident about the action to take if she had concerns about a child in her care. Consequently, she knows how to protect children from potential harm. The childminder is aware of her responsibilities when administering medicine and holds a valid first-aid certificate. The childminder's documentation is extremely well organised, ready for inspection and underpins her practice well. This, together with a good range of policies and procedures, helps keep children protected.

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provision

Since the last inspection, the childminder has successfully met the recommendations that were raised and has improved the outcomes for children. For example, planning has improved and outings are appropriately risk assessed which has improved children's learning and welfare. The childminder uses self-evaluation procedures well to identify strengths and weaknesses in her setting. As a result of her self-evaluation, the childminder has identified that she would like to further develop her outdoor environment. The childminder involves parents and children in her evaluation. The childminder seeks parents and children's input through questionnaires and daily discussions, as well as reflecting upon children's enjoyment and learning in the activities and resources that she provides. Since her last inspection the childminder has gained a childcare qualification at level 3 which has further improved her understanding of quality teaching and planning, which

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provision

gives even better experiences for children. She has also recently started the process to achieve a local authority quality mark. As a result, the childminder is always reflecting upon her practice and the changes she could implement to support the children who attend her setting.

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provision

The childminder has good knowledge and understanding of how to monitor children's learning and development. She consistently uses guidance documents to inform her assessments. This results in children's development being closely monitored and as a result, they make good progress in their learning. The childminder communicates with parents on a daily basis as well as having regular opportunities to share children's learning and development. As a result, parents are aware of how their child is progressing. Parents are complimentary about the childminder and they are happy with the care and teaching that she provides. The childminder recognises the importance of working closely with other settings to complement children's learning. She also understand the importance of working in partnership with specialised professionals if she cares for children with special educational needs and/or disabilities.

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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 EY375099 Local authority Rochdale Inspection number 878705 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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