Childminder in Manchester

Inspection date

Previous inspection date 08/01/2015 18/03/2009

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early years provision

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

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This provision is good

 The childminder provides a good range of activities and experiences to promote children's development across all areas of learning.  Children are safe because the childminder has a good understanding of safeguarding procedures. As a result, children are well protected and kept free from harm.  The childminder provides a nurturing and welcoming home from home environment in which children develop their self-confidence and self-esteem.  The childminder interacts well with children. She engages them in lively discussion and uses language effectively during play activities. This helps to develop children's communication and language skills.

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It is not yet outstanding because

 The childminder does not fully explore all opportunities for children to develop a greater understanding of the world during outdoor play.  The childminder does not label resources and equipment to further promote children's understanding that print carries meaning.

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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 in the indoor and outdoor learning environments.

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Inspection activities

 The inspector spoke with children and held discussions with the childminder and her co-childminder about the children's progress and achievements and conducted a joint observation with the childminder.

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Inspection activities

 The inspector saw evidence of the suitability and qualifications of the childminder, risk assessment, policies and procedures and discussed the childminder's self- evaluation.

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Inspection activities

 The inspector took account of the views of parents from documentation obtained by the childminder.  The inspector viewed the children's development records.

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Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She works with another registered childminder in the Didsbury area of Manchester. The whole of the ground floor and one bedroom of the premises are used for childminding and bathroom facilities are situated on both floors. There is an enclosed garden for outside play. The childminder takes children to and from local schools. There are currently three children on roll, of these, two are in the early years age range. Children attend for a variety of sessions. The childminder operates all year round, from 7.30am until 6pm, Monday to Friday. The childminder is a member of the Professional Association for Childcare and Early Years.

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

 maximise the use of the outdoor environment and extend opportunities for children to learn about the weather, seasons, plants and animals to further develop their understanding of the world

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

 enhance children's awareness that print conveys meaning, for example, by labelling the equipment and resources.

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who attend

Teaching is good. The childminder understands how children learn and develop and as a result, plans a variety of activities, games and experiences which children enjoy. The childminder knows the children exceptionally well and plans for their learning based on their individual interests. She allows children to explore and play freely while observing them to see how she can further support their learning and development. For example, as babies show an interest in posting pieces of a simple jigsaw into an open box she closes the box making the hole smaller and supports the babies to post the piece through an even smaller space. This means that babies are challenged further while leading their own play. Older children are supported to develop their understanding of mathematics as the childminder uses numbers during play activities, such as counting as children stack building blocks. Furthermore, she supports children to use simple computer programs

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who attend

which talk about different shapes, colours and numbers. The childminder engages older children in lively conversations to develop their listening, attention and thinking skills while she repeats key phrases and models appropriate language so that younger children are developing their early vocabulary. As a result, children's communication and language skills are well supported. The childminder provides a variety of equipment to support children's early writing skills, such as pens and crayons for older children to make recognisable letters using stencils. This supports their growing awareness of writing for a purpose and younger children are encouraged to make marks in dough. A wide range of books are provided which children independently explore and the childminder reads stories to children as they delight in sitting on her lap and helping to turn the pages. The childminder displays a range of posters to promote children's early literacy skills. However, there are no labels on

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who attend

equipment and toy storage which means there are missed opportunities to help children recognise that print carries meaning. When outside children show good control and coordination as they move confidently in the outdoor area riding in cars and bicycles and kicking and throwing balls. As a result, children develop their physical skills. Children explore outdoors hunting for snails in the trees and bushes. They collect leaves and transport them around the garden in toy trucks. However, there are missed opportunities to further develop children's understanding of the world. The childminder regularly assesses children's development, particularly those children for who she takes lead responsibility to ensure that all children are making good progress across all areas of learning. As a result, children are developing key skills which will help them in their next stage of learning and support them for their eventual move to school.

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who attend

The childminder works extremely closely with her co-childminder and shares valuable information with parents. She uses a variety of methods to share feedback, such as daily conversations, emails and written observations. This allows parents to share children's ongoing learning and a daily diary means that parents are able to share observations from home to promote continuity in all children's ongoing development. The childminder is aware of the requirement to complete the progress check for children aged between two and three years and to share these with parents to ensure that children receive early intervention if necessary.

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

The childminder and her co-childminder operate an effective key-person system. Consequently, the children form close bonds with childminder and the co-childminder. The childminder provides a stimulating environment and all toys and resources are easily accessible. As a result, children explore the environment with confidence and they are able to make choices about what to play with. This means that their self-esteem and emotional security is well promoted. For example, children choose from low-level storage and explore a variety of toys which they use for their own purpose. Furthermore, when children complete simple jigsaw puzzles the childminder offers praise, which results in children being proud of their achievements and as a result, behaviour is good. The childminder gains useful information from parents before children start about children's individual care needs and encourages them to use settling-in visits. This means that

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

children settle well and experience a smooth move from home. Furthermore, the childminder helps children develop the skills and confidence that they will need for the move to school by talking to them about the school experience during the daily walk to the local school with the older children. The childminder and her co-childminder work well together to support children's well-being and parents comment that their children are extremely well cared for by the childminder.

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

The childminder supports children to develop an understanding of the importance of a healthy lifestyle. She provides well-balanced, healthy snacks and meals, such as fresh fruit, fish and mixed vegetables. Mealtimes are social occasions where children all sit together as the childminder teaches them important social skills. For example, the childminder uses healthy eating posters to reinforce positive messages about healthy foods. Children access their own drinks and feed themselves as the childminder sits beside them, only helping if assistance is needed. Children develop their understanding of positive hygiene practices by washing their hands before mealtimes and after using the potty and the childminder supports children as they put on their own gloves, allowing time for them to independently wiggle their fingers in. As a result, children are developing their self-help skills and independence.

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

Children have many opportunities for physical exercise and fresh air in the stimulating outdoor area. They climb and balance on the climbing frame challenging themselves to climb up through the tunnel and jump back through, always supported by the childminder who knows when to intervene and when to let children attempt physical challenges independently. As a result, children are supported well to develop their physical skills and are gaining an understanding of possible danger and risk.

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provision

The childminder has a good understanding of the requirements of the Early Years Foundation Stage. Consequently, she promotes children's learning and keeps them safe from harm. She is aware of the signs and symptoms of abuse and the correct procedure to follow if she has any concerns about a child in her care. She works closely with her co- childminder and completes risk assessments to identify and manage any potential risks to children. The childminder uses a robust set of policies and procedures to support her practice and these are regularly reviewed and shared with parents. A number of safety measures are implemented. For example, safety gates are in place, fire evacuation procedures are practised and the childminder has a no mobile phone policy. As a result, children are able to play safely in a safe and secure environment.

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provision

The childminder has an accurate view of children's learning and she effectively uses observations and ongoing assessments to identify any gaps in children's development, which she swiftly supports through targeted next steps. Children benefit from a variety of activities which follow their individual interests which helps to keep them stimulated, excited and motivated to learn. The childminder is a member of the Professional Association for Childcare and Early Years and keeps up-to-date with any developments or changes in legislation. She works closely with her co-childminder and they observe one another to share examples of good practice. The action and recommendations raised at her previous inspection have been successfully addressed. The childminder has implemented clear targets for improvement and has also identified areas of strength and for further improvement. For example, she has developed self-evaluation to improve

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provision

practice and now involves parents in this process through discussions. This included reviewing the sleeping arrangements to further promote the good health of children. Some parents requested that their sleeping children be outside in the fresh air and this has been accommodated. Furthermore, outings are risk assessed to ensure that children are kept safe and that their well-being is supported. This shows that the childminder is committed to the ongoing development of her service.

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provision

Partnerships with parents are a strength of this nurturing and child-focused setting. The childminder regularly communicates with parents about their children's progress through a variety of methods. For example, daily discussions, daily diaries, observations and emails. Parents speak extremely positively about the childminder and her co-childminder and comment that they provide a 'home from home environment' and a 'professional and adaptable setting'. The childminder has good relationships with the local school as she provides an out of school service for older children and regularly shares information with the teachers to offer a consistent approach to children's care. The childminder is aware of the different services and other professionals that she may be required to work with to support children's additional needs and is secure of how to do this should the need arise. The childminder has booked on training courses to further develop her knowledge and

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provision

understanding. She successfully shares any newly acquired knowledge with her co- childminder and implements into her practice. This supports her to continue to improve the overall good quality practice in the setting.

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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 EY301298 Local authority Manchester Inspection number 870780 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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