Greenhalgh Clair

Inspection date

Previous inspection date 05/01/2015 25/01/2011

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early years provision

This inspection: 4 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 4 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 The childminder does not have a valid qualification in paediatric first aid in order to deal correctly with any emergencies of this type. This is a breach of the requirements of the Early Years Foundation Stage and both parts of the Childcare Register.  The childminder does not take all steps to minimise the risks to children's good health and safety by consistently maintaining good hygiene practice and by ensuring that she has minimised all risks to children. This is also a breach of the requirements of the Early Years Foundation Stage and both parts of the Childcare Register.  The childminder does not have a secure knowledge of how to promote the learning and development of all ages and stages of children attending, by consistently providing challenging and purposeful activities which are matched to their needs.  The childminder does not have an adequate understanding of how to accurately assess

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This provision is inadequate

children's progress in order to use this to form precise plans for all areas of learning which promote children's future development.  The childminder does not consistently work in partnership with parents in order to ensure that children's needs are met at all times including signposting parents to other agencies and professionals when appropriate.

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It has the following strengths

 Children are settled and confident in the childminder's care and the childminder has a suitable understanding of safeguarding procedures.

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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 areas used for childminding.

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Inspection activities

 The inspector checked the qualifications of the childminder, along with evidence of the suitability of adults living or working on the premises.  A joint observation was carried out by the inspector and the childminder.

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Inspection activities

 The inspector examined samples of documentation relating to children's welfare and learning, used by the childminder when caring for children.

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Inspection activities

 The inspector discussed the childminder's knowledge, including her knowledge of safeguarding and individual children's learning.

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Inspection activities

 The inspector and the childminder discussed the ways in which the childminder evaluates her provision and seeks the views of others to inform this.

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Information about the setting

The childminder was registered in 2000 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and teenage son in the Unsworth area of Bury, Greater Manchester. The whole of the ground floor is used for childminding. There is an enclosed rear garden available for outdoor play. The childminding provision operates from 7.30am to 5.30pm on week days all year round, apart from family holidays and bank holidays. There are currently seven children on roll attending for a variety of sessions, of whom, three are in the early years age range. The childminder takes children to, and collects them from, two local schools.

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must:

 ensure that a valid qualification in paediatric first aid is held in order to support children's welfare

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must:

 minimise risks to children's good health and safety effectively, including by maintaining good hygiene measures with regard to toys and by ensuring that the sitting room door to the hallway does not present a risk to children's safety

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must:

 implement robust and accurate methods for the observation and ongoing assessment of children's progress in order to inform planning for individual children

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must:

 implement precise plans which are individual to each child's needs in order to promote their progress in all areas of learning, including during daily routines, and which make the best use of children's interests to motivate them to learn

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must:

 implement effective partnership working with parents including signposting them to other professionals or agencies when appropriate in order to ensure that children's learning and development needs are met

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must:

 provide children with frequent access to a range of age-appropriate resources for creative and explorative activities, including for making marks, in order to support their development in physical, social, creative and communication skills.

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who attend

The childminder does not make adequate use of observations and assessments of children's progress in order to plan their individual next steps in learning. Observations made are not sufficiently detailed or consistently frequent enough to enable the childminder to track children's progress in detail. Children's progress is not accurately monitored across all areas of learning by the childminder. She is therefore unable to identify any gaps in children's learning rapidly, in order to address these swiftly and minimise future difficulties. The childminder does not demonstrate an adequate understanding of how to assess children's progress accurately using developmental milestones and as a consequence, assessments made do not always represent the actual progress made by children in their learning. She makes some initial assessments of what children can do using some observations and information from their parents, but does not

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who attend

build on this adequately in order to further children's progress. The childminder provides some information for parents about their children's ongoing learning in order to support their engagement with this. For example, she shares the progress checks for children between the ages of two and three years with their parents so that they are kept informed about their learning and some next steps planned to further this. However, the childminder does not consistently consult with parents in order for them to consider whether to seek additional support to meet children's learning needs. This is not effective partnership working in order to provide good support for children's learning and development.

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who attend

The childminder has a basic understanding of the areas of learning and provides some activities that reflect these. However, these are not precisely targeted to individual children's needs and, as a result, do not consistently match the needs of the ages and stages of all children present. Activities offered lack challenge and purpose and children therefore do not always sustain interest in order to learn effectively. For example, the childminder does not provide consistent opportunities for children to learn through creative or exploratory 'messy' activities that are precisely matched to the skills and needs of young children. She does not regularly offer play with materials, such as dough for children to shape and learn to use simple tools. Children also do not have independent access to resources, such as crayons, paint or pencils. As a result, children do not have regular opportunities to make marks in order to develop the manipulative skills needed

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who attend

prior to learning to write as part of their learning in literacy. The childminder does not make sufficient use of activities to provide new words for babies and toddlers as she lacks the skills needed to develop children's speaking skills for all ages of children attending. This means that children are not provided with adequate opportunities to hear new vocabulary and develop an understanding of the words that represent objects. For example, when children gesture to toys on top of a storage unit, to show that they want one of these, the childminder does not name the toys to help them learn the words they need to ask for the one they want. Overall, children are not gaining the skills and attitudes they will need for their future learning and their eventual move to school.

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who attend

Activities provided support children to make some progress in learning but this is not maximised as the childminder does not make effective use of what she knows about children's interests. For example, when she identifies that children are reluctant to engage in creative activities, such as making marks, she does not use their interests effectively to draw them to these more readily. The childminder provides small world toys to encourage children's imaginative play, and makes some use of these to extend the speaking skills of pre-school age children. She also asks questions that require them to think about colours of objects and reinforce children's counting skills. However, these activities do not meet the needs of younger children as they prefer to explore resources rather than construct using them. The childminder also does not make effective use of these resources to enhance the speaking skills and knowledge of words of children aged under three years.

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who attend

The childminder provides some opportunities for children to learn about the festivals celebrated by other cultures and religions as well as ones they are more familiar with. For example, children learn about Chinese New Year and Diwali through tasting new foods.

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

The childminder does not consistently ensure that good hygiene is used at all times in order to prevent cross-contamination and support the good health of children. For example, toys that children have mouthed are not washed before being re-used, in order to minimise the spread of germs. The childminder has also not implemented measures to prevent children who can open doors from the sitting room being able to do this whenever they choose. Children can therefore leave the room where they are being supervised, placing themselves and others at greater risk of accidents. It also interrupts the play and learning for other children as the childminder often has to re-direct children from this, which prevents her from supporting the activities of other children. However, the childminder does keep external doors locked in order to prevent children leaving the premises unsupervised. The childminder does not have a valid qualification in paediatric

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

first aid and therefore the overall contribution made to children's well-being is not adequate to meet statutory requirements. The childminder seeks some information from parents prior to children attending her provision in order to support their children's well- being. For example, she understands the need to know if a child has any allergies to foods and how knowing a baby's current routine for sleep supports their well-being. The childminder maintains information to enable her to contact parents or adults authorised to collect children, in the event of an emergency. She recognises the importance of supporting children's emotional well-being when they join her provision and offers flexible arrangements to parents to enable their children to settle as a result. Parents are asked to give written permission regarding a range of issues to support their children's well-being, including for the administration of medicines if needed.

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

Children are settled and confident in the childminder's care. They demonstrate this by frequently engaging her attention through talk or gesture. Children are encouraged to learn appropriate manners as the childminder acts as a role model for this, which supports children's development of social skills. Children generally behave kindly to others as the childminder implements a policy that emphasises the use of positive strategies, such as distraction for managing the behaviour of young children. For example, she supports young children learning how to take turns and share toys. Children help to tidy up toys, learning the satisfaction to be gained from working in a group to complete a task. This supports their development of self-esteem as they receive praise for this from the childminder. The childminder makes use of outings to help children learn about road safety in order to develop the basis for keeping themselves safe when they are older. She

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

has suitable smoke detection equipment on the premises and practises an emergency evacuation procedure in the event of this being needed. The childminder makes use of some other safety measures, such as placing 'corner cushions' on the corners of low tables in order to help prevent accidents.

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

Some resources for children's use are easily accessible, but others are not, such as ones for developing children's manipulative skills by making marks. This means that children are not consistently able to make a free choice from all the resources suitable for their use. As a result, this limits the way in which children can combine these in order to learn. In addition, the opportunities for children to develop self-help skills through daily routines are not effectively used. For example, the childminder does not make good use of meal or snack times for this, by planning for children to serve themselves. She also does not use these times to teach children new words or the nutritional value of the food they are eating. This limits the learning opportunities available to children in the areas of communication and language and health and self-care. Children have daily outdoor exercise because the childminder either uses local parks and playgrounds or takes children

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

on walks to and from local schools. The childminder also has some equipment on the premises to support children's whole-body development. For example, children have access to a swing and small trampoline when playing in the garden. Consequently, children have opportunities to develop an understanding of the risks they can take in physical play that are appropriate for their age and stage. Children are supported to learn self-care routines, such as having clean hands before eating in order to understand how to manage their own hygiene. The childminder takes children on local outings, such as to soft play centres with other childminders and their children. This is in order to provide opportunities for children to develop their social skills with others of a similar age and stage. The childminder therefore provides support for children to develop some skills needed for their next steps in learning.

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provision

The childminder's organisation and management are not adequate for the provision to meet statutory requirements. The childminder has not maintained a valid qualification in paediatric first aid, which compromises children's safety as she has not ensured that her knowledge is up to date in the event of this being needed. This is a breach of the requirements for the Early Years Register and the Childcare Register. The childminder maintains some documentation in order to support the running of the childminding provision, including records of medicines administered to children and those for any accidents that children incur on the premises. The childminder has all required policies in place and implements most of these in order to support her practice. She demonstrates a suitable understanding of how to manage any safeguarding concerns about children attending and has procedures for this, including for if an allegation is made against herself

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provision

or her family. All adults living or working on the premises have been checked for their suitability in order to support the safeguarding of children's welfare. The childminder completes and implements risk assessments for the premises and outings in order to support children's safety. She reviews these several times a year or as needed in order to check if they continue to meet the needs of the children attending. However, the childminder has not considered how to manage all the risks posed to children's good health and safety which is a breach of requirements for the Early Years Register and the Childcare Register. This is because she does not always maintain good hygiene procedures as detailed in her policies. The childminder has failed to ensure that children who are able to operate a door handle cannot leave the sitting room without adult supervision. This increases the risk of accident to themselves and other children.

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provision

The childminder does not have a secure knowledge and understanding of how to promote children's learning effectively. She also does not have a secure understanding of how to use assessments and observations in order to make precise plans for individual children's learning. Children's progress is therefore not accurately monitored across all areas of learning and consequently, the childminder cannot use this information effectively in order to promote their good progress. Children therefore do not gain all the skills needed in order to ensure their success in their next steps in learning. The childminder has an understanding of the importance of sharing information with other professionals or settings in order to support continuity of children's care and learning. However, she does not consistently work in partnership with parents in order to facilitate children's access to other agencies and therefore ensure their needs are fully met.

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provision

The childminder has not evaluated her provision sufficiently in order to meet all statutory requirements or bring about continuous improvement. She does not routinely seek the views of parents or children in order to improve her provision. The childminder has not implemented all recommendations from the previous inspection in order to improve her provision for children's care and learning. The childminder does not make adequate use of self-evaluation in order to identify her training and development needs. For example, the childminder has not identified that she needs to renew her paediatric first-aid qualification or that she does not have a secure understanding of how to assess and plan effectively to ensure children's good progress. As a result, the provision for children's care and learning has become inadequate.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 ensure that a valid qualification in paediatric first aid is held by the provider (compulsory part of the Childcare Register)  ensure that all necessary measures are taken to minimise any risks to the health or safety of children (compulsory part of the Childcare Register)  ensure that a valid qualification in paediatric first aid is held by the provider (voluntary part of the Childcare Register)  ensure that all necessary measures are taken to minimise any risks to the health or safety of children (voluntary part of the Childcare Register).

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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 316693 Local authority Bury Inspection number 876990 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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