Childminder in Stockport

Inspection date

Previous inspection date 09/12/2014 04/11/2008

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early years provision

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

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This provision is good

 The childminder makes the most of every opportunity to promote children's learning through purposeful play and challenging activities. As a result, children make consistently good progress in relation to their starting points.  Children develop close emotional attachments with the childminder. They feel safe and secure in the childminder's care as she provides a welcoming, nurturing environment for them, where they have consistent boundaries and familiar routines.  The arrangements for safeguarding children are well established and the effective implementation of robust policies and procedures ensures children are fully protected.  Partnerships with parents and other early years providers are strong and, subsequently, make a significant contribution to meeting children's individual needs and ensures consistency and continuity of care and learning.

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It is not yet outstanding because

 Children cannot always access books easily and, therefore, are not fully encouraged to read for pleasure when they want to, to fully support their literacy development.  Opportunities for children to develop their mathematical understanding of patterns and to compare length, size and weight are not yet fully established.

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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 children's activities in the dining area.

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Inspection activities

 The inspector looked at various documents including a sample of policies and procedures, planning, observation and assessment systems and children's individual learning records.

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Inspection activities

 The inspector checked evidence of the suitability and qualifications of the childminder.

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Inspection activities

 The inspector carried out a joint observation with the childminder and discussed the process for self-evaluation.

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Inspection activities

 The inspector held discussions with the childminder and talked to children at appropriate times throughout the inspection.

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Inspection activities

 The inspector took account of the views of parents from written feedback in questionnaires obtained by the childminder.

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Information about the setting

The childminder was registered in 1995. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder lives with her husband and adult daughter in the Edgeley area of Stockport. The whole of the ground floor and bathroom on the first floor are used for childminding. There is an enclosed rear garden available for outdoor play. There are currently three children on roll, all of whom are within the early years age range. Children attend for a variety of sessions. The childminder supports children who speak English as an additional language. She operates from Monday to Friday, from 8am to 5.30pm, all year round, with the exception of bank holidays and family holidays. The childminder takes children to and collects children from the local nurseries and schools. She receives support from the local authority.

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

 enhance children's enjoyment of books and reading for pleasure by reviewing the organisation of the book area so that children can access books independently at any time

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

 strengthen children's good understanding of early mathematics by providing them with extensive opportunities to learn about patterns and to compare length, weight and size.

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who attend

Children are eager and motivated to learn in this good quality provision. Their learning and development is significantly enhanced by the childminder, who has a good understanding of the Early Years Foundation Stage and how to use children's interests to help them learn. The environment is well equipped with a wide range of resources to meet the individual needs and interests of the children who attend. Consequently, they are full of enthusiasm, motivated to learn and make consistently good progress in relation to their starting points. For example, children have a wonderful time as they select baubles and tinsel to decorate a small Christmas tree. The activity effectively supports children to make strong links between home and the provision. The majority of resources are well organised, so that children can make independent choices about what they want to do, which promotes their sense of curiosity and exploratory skills. However, books are piled on

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who attend

top of each other, so are not as easy for children to access. Consequently, children are not consistently encouraged to read for pleasure when they want to, in order to enhance their literacy development.

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who attend

The childminder places a high priority on helping children to acquire communication and language skills, and supporting their physical, personal, social and emotional development. As a result, children gain the skills, abilities and attitudes that prepare them well for the next stage in their learning and eventually school. For example, the childminder teaches children to share and take turns, and cooperate with each other as they play. She provides sensitive support to help children to achieve, which effectively builds their self-esteem. The childminder uses positive praise and encouragement to support children with tasks they find difficult, which teaches them to adopt a 'can do' attitude to learning. The childminder is particularly skilled at developing children's communication and language skills. She constantly talks to children as they play and during daily routines, and provides a running commentary to describe what children are doing. The childminder introduces

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who attend

new words to extend their vocabulary and asks open-ended questions to help them communicate their thoughts and ideas. Children attending who speak English as an additional language are well supported because the childminder finds out and uses key words and phrases in their home language. As a result, children are confident and secure speaking their own language, which in turn provides a strong foundation to support their development of English. The childminder provides children with a broad range of opportunities to develop their large muscle control and coordination, as they ride wheeled toys, dig in sand and practise ball skills. Furthermore, regular visits to the local parks give children the open spaces and freedom to run around and use large climbing equipment, slides and swings. The childminder maximises opportunities to develop children's mathematical skills through counting, matching and sorting during play and daily routines.

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who attend

Children demonstrate a good knowledge of numbers as they identify numerals displayed around the wall and count how many balls they have thrown into a basket. However, opportunities for children to compare length, size and weight are yet to be fully established.

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who attend

The accurate and precise observations and assessments of children ensure that their needs are clearly identified and this information is used to inform future planning. The childminder obtains detailed information from parents on entry about children's learning and development, favourite activities and individual interests. This information, along with the childminder's observations, is used as an effective starting point to plan for children's future learning. Their progress is effectively tracked through a continuous assessment of their achievements. This helps the childminder to support them to make good progress in their learning and development as their unique needs are recognised and planned for. Children's learning journey records are maintained to a good standard and contain observations, ongoing assessments and summaries of children's learning to evidence their progress. Partnerships with parents are strong and make a significant contribution to

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who attend

meeting all children's needs. The childminder shares information with parents about their children's learning in the setting and at home through daily conversations. Consequently, parents are kept fully informed of their children's progress and the childminder is able to build on children's learning at home. The childminder helps parents to support their children's learning by suggesting simple activities they can do at home. She has effective links with other early years providers that some children also attend. The childminder talks to teachers about what children are doing in nursery and provides activities and experiences to extend and complement their learning. This effectively promotes consistency and continuity of care and education.

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

The childminder is skilled and sensitive, and supports children to form strong, secure emotional attachments, which provide a firm foundation upon which to develop their personal, social and emotional skills. The caring interaction between the childminder and children ensures that all children form positive and trusting relationships. Children display high levels of confidence and self-esteem as they play; they talk about what they would like to do and confidently express their needs. They are eager to share their experiences with the childminder and talk freely about their home and family during their play. Consequently, children develop a strong sense of self-confidence and self-awareness.

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

The childminder provides opportunities for children to make choices in their activities but also, very importantly, provides a familiar routine, which promotes their emotional security. She gathers detailed information about children's likes, dislikes and comforters from parents on entry to the setting. As a result, children settle well and demonstrate that they are happy and feel safe and secure. The childminder takes children to various groups within the local community, which helps children learn to socialise with children and adults away from the childminder's home. Children learn to manage their own personal care needs because the childminder teaches them to do things for themselves whenever possible. Consequently, children develop their independence, confidence and social skills, which equips them well emotionally in readiness for school.

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

Children begin to learn about boundaries with encouragement and support because the childminder maintains a consistent approach to help children manage their feelings and behaviour. She teaches them to share, distracts them with other resources and talks about how their actions affect the feelings of others. The childminder is fully aware of the need to manage behaviour at an appropriate level that is relevant to individual children's ages and stages of development and their level of understanding. She teaches children about keeping themselves safe, both within the home and when on outings. For example, she teaches children the rules of road safety and to tidy up resources, so that they do not trip over them. This continuous guidance and support helps children learn how to assess and manage risk independently as they develop their confidence and understanding of safety. The childminder teaches children to be aware of the importance of healthy eating as she

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

provides them with nutritious meals and snacks, and encourages them to try new foods and textures. Children have daily access to outdoor play and visits to local parks to enjoy regular fresh air and exercise. The provision of quiet, cosy areas within the indoor environment give children opportunities to rest and relax. The childminder role models good hygiene practices and teaches children the importance of washing their hands before eating and after using the bathroom. As a result, children's health and hygiene are successfully promoted, which in turn has a positive impact on their physical and emotional well-being.

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provision

The childminder has a very good knowledge and understanding of how to protect and safeguard all children, which is central to her practice. She is fully aware of the signs and symptoms of abuse and what to do and who to contact if there are any child protection concerns. Parents receive a copy of the safeguarding policy and are informed of the procedure to follow should they have any concerns about the childminder or her associates. Children's safety is further enhanced through the implementation of rigorous risk assessments and daily checks of the indoor and outdoor environment. Furthermore, the vigilance of the childminder, consistent supervision of children and security systems, such as locks on doors, mean that children are well protected from unwanted visitors and cannot leave the premises unsupervised.

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provision

Systems for monitoring educational programmes, individual planning and assessment are robust, so that children receive a rich and varied learning experience based on their individual needs. The accurate systems for assessment mean that the childminder can quickly identify gaps in children's learning and seek appropriate intervention to support children's development. This includes support from external professionals and agencies, if necessary. The childminder accurately identifies the strengths and areas for development of the provision and her practice through ongoing self-evaluation. She consistently evaluates her practice, the environment and resources to ensure she continues to improve, as she strives to provide the best possible care and education for all children. The childminder observes and talks to children to establish their opinions of the provision and seeks the views of parents through written questionnaires. She is proactive at seeking

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provision

support and advice to help her to improve the service she provides to enhance the learning outcomes for children. For example, she attends the local toddler groups where she shares good practice with other childminders and welcomes support from the local authority. The childminder has worked hard to improve her practice since the last inspection and has addressed the recommendations raised. This is particularly evident in the childminder's improved knowledge of how to link observations to the areas of learning.

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provision

The childminder has a secure understanding of how working very closely with parents has a significant impact on children's learning and development. Parents have constant access to children's learning, development and progress as they can access children's learning records at any time. The childminder also informs them of children's progress through daily conversations. Systems for working with other early years providers, such as local nurseries which children also attend, provide effective continuity and consistency for children's individual care and learning. Parents are very happy with the care and education their children receive. They comment that the childminder has had a positive influence on children's learning and development. Parents comment that the childminder is approachable and provides a caring, welcoming environment, where children feel safe and secure.

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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 306646 Local authority Stockport Inspection number 871799 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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