Childminder in Stockport

Inspection date

Previous inspection date 17/12/2014 13/05/2009

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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

 Children form secure attachments with the childminder resulting in them being confident, settled and keen to explore and learn.  The childminder knows how to safeguard children and what steps to take if she has any concerns.  The childminder provides an environment that is safe and well organised so that children grow in confidence and independence.  The childminder has a secure knowledge and understanding of how children learn and develop. She makes good observations to assess their skills and plans effective interactions to improve their learning, which result in children making good progress.

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It is not yet outstanding because

 There is a lack of sensory and natural resources in the environment to enhance children's learning and development further.  Some stored resources are not clearly labelled so children cannot always identify them quickly and make independent choices.

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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 taking place in the playrooms.  The inspector viewed the areas of the premises and garden used for childminding.  The inspector took account of the views of written feedback from parents.

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Inspection activities

 The inspector looked at documents and checked evidence of suitability and qualifications of staff working with children.

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Inspection activities

 The inspector looked at a range of policies and procedures and looked at children's assessment records and planning documentation.

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Information about the setting

The childminder was registered in 2008. She lives with her husband adult child and two other children in a house in Stockport. The whole of the ground floor and an upstairs bathroom and bedroom are used for childminding. There is a fully enclosed garden available for outside play. The basement has been converted to be used for childminding and consists of two play rooms, a bathroom and kitchen area. The childminder is registered under the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder is also registered to work with an assistant. There are currently two children on roll, of whom both are in the early years age range.

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

 provide a wider range of accessible natural and sensory resources to enhance children's learning and development further

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

 further promote child initiated play by clearly labelling all stored resources to enable all children to access them easily.

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who attend

Children make good progress because the childminder and assistant know the children well and provide appropriate learning opportunities to meet individual needs. For example, the childminder acknowledges children's early attempts at language and supports them well by repeating words back and narrating their play for them. Children listen attentively to her and respond to her gentle requests fostering children's communication and language skills. Consequently, the children are acquiring positive attitudes required for future learning. During a story time the childminder extends language and mathematical skills by encouraging children to count in English and Spanish. Children are rapidly developing their early language and counting skills in readiness for school. The childminder and assistant are enthusiastic, motivated and interact well with the children resulting in them being happy and engaged in their learning. The childminder makes

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who attend

regular observations and assesses children's progress effectively, using this information to identify their next steps in learning and plan for their future development. Children's progress is thoroughly monitored through observations and the childminder takes photographs of them as they play to illustrate the activities they enjoy.

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who attend

The playrooms and outdoor area provide a wide range of quality resources to promote and extend children's learning. These are easily accessible most of the time to children supporting them with making choices according to individual interests. The childminder follows the children's interest as she plays alongside children dressing and caring for dolls and teddies. She encourages children to dress them in different outfits and asks how they will feed and care for them. This supports the development of fine muscle skills, hand-eye coordination and independence skills. She talks about healthy foods and encourages language development by asking what the different pretend fruit and vegetables are that children have identified. Children name different fruits and vegetables showing good language development. The childminder encourages children to persevere in the activity developing their personal and emotional skills.

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who attend

Partnerships and communication with parents are strong and a good two-way flow of information is in place. Parents are included in their child's learning as they regularly share current knowledge of their children. Verbal feedback, learning journals and text messages provide detailed information relating to what the children have done during each day which parents can contribute to. Information from parents is used to plan for the next steps, resulting in the individual needs of children being well met. This good sharing of information ensures parents are fully involved in their child's learning.

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

The childminder and assistant fully understand the importance of building good, positive relationships with parents to enable the individual needs of children to be met. Good partnerships are developed by communicating and sharing information. Parents are provided with daily routines and are informed about what their child is learning. The childminder and assistant have a warm, friendly manner and seek to find out about children's interests and needs from parents. This has resulted in children forming strong, secure emotional attachments with the childminder. This is evident as children present as happy, settled, confident learners. The childminder enhances their confidence and self- esteem by praising them about how good they are and how well they do. The childminder and her assistant support children's personal, social and emotional development well. For example, they encourage children to share, develop good manners and be polite. Children

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

understand boundaries and routines and children's behaviour is good. Overall, they are gaining the confidence and emotional security they will need for their eventual move to school.

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

Children's personal care and their developmental needs are effectively supported when the childminder works with parents to support their next stages, such as toilet training. The childminder and assistant regularly take children out and about during the day. For example, they enjoy regular visits to areas in the local community. Children are developing a good understanding of the world around them. Such outings form part of children's daily routines and information about activities is shared daily with parents verbally and in journals. Parents provide positive written feedback. For example, they write about how they are happy to leave their children as they are happy and settled, and thank the childminder for all that she does for the children and their families. The childminder has good procedures in place for keeping children safe during outings. For example, having children's emergency contact details with her as well as having signed parental permission

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

slips. When children play outdoors they have free access to a wide range of resources to promote physical development. Children are developing their understanding of how to stay safe because the childminder encourages children to tidy resources away to prevent tripping, and discusses road safety and stranger danger when out in the community.

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

The childminder is building links with health visitors and local schools and liaises with them to ensure that the individual needs of children are met. Information relating to children's learning and development is shared with parents and schools to ensure continuity of learning. The childminder has a positive relationship with teachers and shares relevant information, which helps to support children effectively in their transition into school life. Healthy eating is promoted well and the childminder provides a range of fresh fruits and home cooked meals. Parents comment how happy they are with the range of foods children have the opportunity to try and how, as a result, children are eating a wider range of healthy foods at home. Children can identify healthy foods and health and well- being is well promoted.

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provision

The childminder fully understands what to do if she has a safeguarding concern relating to children, in line with her written policy. She has completed relevant safeguarding training and has also completed paediatric first aid training. The childminder has a good understanding of how to keep children safe. She ensures that her assistant understands her policies and procedures and has relevant training, such as paediatric first aid training. Resources are clean, well maintained and stored safely. They are at an accessible level for children to safely access them. A wide range of good written policies have been developed and are implemented well. Comprehensive risk assessments are available for activities, and all areas are checked, including the indoor and outdoor areas and outings. As a result, children stay safe during a wide range of challenging learning experiences and their welfare is well protected.

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provision

Detailed, well-organised documentation shows the educational programmes across all seven areas of learning support children to make good progress. Observations clearly show next steps and feed into planning to provide appropriate learning opportunities for children. Tracking of children's progress is clear and children consistently demonstrate the characteristics of effective learning. The childminder has a good understanding of how to monitor and evaluate children's learning. The enthusiasm, commitment and drive of the childminder results in the provision of a warm, welcoming, safe, stimulating environment where children can thrive. An effective self-evaluation process is developing well where strengths and areas for development are clearly identified. This promotes an ethos of continuous improvement to ensure the standard of quality childcare provision is maintained.

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provision

Partnerships with parents are strong and there is a policy to promote and strengthen this. Different communication methods including text messages enable parents to contribute to continuously improving the quality of provision. Daily routine information informs parents of the types of activities, foods and outings children experience during their time with the childminder. Information is gathered from parents relating to children's likes and dislikes. The requirement for progress checks for children between the ages of two and three years is understood and the childminder knows how this should be shared with parents. As a result, children's individual needs are well met. Partnerships with schools and other professionals are already being developed and this is a continuous work in progress. This means that children are supported to meet their goals and achieve their best as all professionals are working together to achieve this.

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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 EY382186 Local authority Stockport Inspection number 821590 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 9 Number of children on roll 2

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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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