Childminder in Stockport

Inspection date

Previous inspection date 15/01/2015 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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 has a secure knowledge and understanding of how children learn and develop. Consequently, children are provided with a good quality education programme that captures their interests and keeps them motivated to learn.  The childminder has a very good understanding of all safeguarding practices. She is aware of the signs and possible symptoms of abuse and knows the referral procedure well. Consequently, children are very well protected and their safety is assured.  The childminder demonstrates a strong commitment to bring about relevant change and drive improvement forward. Self-evaluation is sharply focused and improvement plans are correctly targeted and robustly monitored.  Children's emotional well-being is given high priority and the childminder has a secure settling-in procedure. This means that children settle quickly and form strong attachments with the childminder.

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It is not yet outstanding because

 Learning and development information gathered from parents on entry to the setting is not as sharply focused as it could be. This means that opportunities to offer a personalised education programme from the start is occasionally missed.  Opportunities for children to learn about the natural world, such as planting and growing, have yet to be fully embraced in the outdoor area.

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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 carried out a tour of the setting with the childminder and spoke to her at appropriate times during the inspection.

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Inspection activities

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

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Inspection activities

 The inspector checked evidence of the suitability of adults living on the premises and the childminder's qualifications.

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Inspection activities

 The inspector observed activities and interaction between the childminder and the children during play.

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Inspection activities

 The inspector looked at written testimonials from parents and conducted a joint observation with the childminder.

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Information about the setting

The childminder was registered in 2010 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three young children in a house, in the Cheadle Hulme area of Stockport. The whole of the ground floor, bathroom and the rear garden are used for childminding purposes. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. There are currently three children on roll, all of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7.45am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years. The childminder holds a level three qualification in childcare.

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

 enhance the depth of information gathered from parents about children's learning and development on entry to the setting in order to offer a highly personalised learning programme from the start

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

 develop the potential of the garden area to support children's understanding of the natural world, for example, by providing opportunities for children to be involved in planting and growing activities.

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who attend

The childminder has a good knowledge and understanding of how children learn and develop. Consequently, children are presented with a wide range of activities that captures their individual interests and keeps them motivated to learn. For example, children become fascinated while exploring various sensory objects and show high levels of enjoyment in developing new skills, such as pushing and pulling cars. The education programme is rich, stimulating and provides children with a mix of adult-led and child- initiated experiences. Consequently, children are self-motivated, inquisitive and enthusiastic learners who display the characteristics of effective learning. For example, children persevere with developing their large muscle skills by pulling themselves up to balance on low-level furniture and demonstrate good concentration skills while learning how to operate cause and effect toys. Parents complete an 'All about me' form which

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who attend

indicates children's health, care and some learning needs. However, the childminder does not place a sharp enough focus on collecting the extremely detailed learning information she requires in order to offer a highly personalised programme for children at the start of their placement. Planning, observation and assessment arrangements are effective overall, correctly linked to early years outcomes and provide clear next steps in future learning opportunities. This means that children's individual learning needs are correctly targeted and the relevant support and intervention is quickly sourced in order for children to make good and better progress across all areas of learning.

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who attend

The childminder places high priority on promoting and extending children's early acquisition of communication and language. She listens to children perceptively, introduces new vocabulary, asks appropriate open-ended questions and provides effective intervention programmes. This means that children who enter the setting with below average skills in communication and language make very good progress, relative to their starting points. The quality of teaching is consistently good and systems to monitor and maintain teaching levels at this standard are highly effective. The progress check completed for children between the ages of two and three years is effectively implemented and includes the views of parents, other early years professionals and children.

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who attend

Children have access to a well-equipped outdoor environment, where their physical development is successfully promoted. They enjoy using the slide, playing with balls and manoeuvre around various obstacles. Children learn about the world in which they live in through participating in various cultural celebrations and festivals. Children dress up in multicultural clothing and taste different foods for Chinese New Year. However, opportunities for children to learn about the natural world around them, such as planting and growing outdoors has not been fully embraced by the childminder. The childminder prepares children well for their next steps in learning, such as moving to school. She places high emphasis on self-help skills and promotes independence at any given opportunity. Consequently, children help to put toys away, hold beakers to drink from and self-select resources they wish to play with. Parental partnerships are a strength of the

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who attend

setting. The childminder keeps parents well-informed of the daily activities, routines and their children's achievements.

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

The childminder has a good understanding of how to effectively meet the emotional and physical well-being of all the children she cares for. She has attended comprehensive attachment training and successfully supports children during the settling-in period. The childminder is loving and caring in her approach and children embrace her with hugs and cuddles. Consequenlty, children settle very quickly and develop a secure bond with the childminder. Children have a strong sense of ownership and belonging in this good quality setting. Their photographs, creative work and comforters from home are on display and are easily accessible. Children are emotionally prepared for their next stage in learning as the childminder provides tailored programmes for when they are ready to move on from her setting. She liaises with parents and other early years providers and offers activities, such as role play to enact roles of teachers and discusses any potential anxieties children

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

may have. Children have access to a wide range of good quality resources and are eager to explore objects in a treasure basket, play musical instruments and become fascinated while shaking and observing objects that contain glitter and water. Children's behaviour is very good and the childminder is a positive role model. She provides clear, age appropriate explanations and rewards children with stickers and praise for exceptional behaviour. The childminder provides meaningful praise and encouragement to children for when they have achieved something significant, such as building a tower or mastering a new skill. Consequently, children are confident and self-motivated individuals who are keen to try new experiences and are eager to please the childminder.

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

Children develop an awareness of healthy eating and living at a very early age. The childminder provides comprehensive healthy living packs for parents and adheres to a strict healthy eating policy. She attends healthy food classes with children to consolidate their understanding of what constitutes to a healthy lifestyle. Children receive healthy, wholesome, nutritious foods and are kept well hydrated. The childminder effectively supports children's physical development, she provides opportunities for young children to crawl, roll, walk and shuffle. Older children are presented with opportunities to run, visit physical activity centres and play on low-level climbing equipment. Robust hygiene procedures are securely in place and all areas of the setting are clean and fit for purpose. The childminder successfully promotes stringent hand washing routines and encourages children from very early ages to tend to some of their physical needs, such as wiping their

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

faces and hands. Children demonstrates very good independence skills, they have a go at feeding themselves, help to tidy toys away and assist the childminder in putting their clothes on. Effective risk assessment systems are securely in place and all areas of the provision are safe, secure and suitable for children. Visitors are asked for identification and their credentials are checked before admission is granted.

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

The childminder successfully promotes risk taking for children in accordance to their age and stage of development. Consequently, children reach out for toys, pull themselves forward and balance on low-level equipment. Regular fire evacuation drills are implemented and all the required equipment and documentation to support this is robustly monitored. The childminder has attended paediatric first-aid training and knows how to respond to a number of medical emergencies, keeping children safe. She is very mindful of working alone and has several procedures in place to call for help if needed, such as having a cordless telephone to use in the event of a medical emergency.

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provision

The childminder has a secure knowledge and understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She has attended comprehensive safeguarding training and is fully aware of the possible signs and symptoms of abuse and neglect. The childminder has undergone stringent suitability checks and ensures that all persons living on the premises have an Enhanced Disclosure and Barring Service Check completed. This means that children are very well protected and their safety is assured. The monitoring of planning, observation and assessment arrangements are strong. Planning is age appropriate, provides sufficient challenge and clear next steps are in place and systematically evaluated. Observations are linked to early years outcomes and provide further opportunities to ignite and support children's overall learning and development. Tracking systems are well-focused, clear and are updated on a

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provision

regular basis. This means that the childminder knows the developmental progress of the children she cares for and knows how to successfully narrow the attainment gap for identified groups of children, such as boys. As a result, the education programme, interventions and support in place for children is highly effective. Children make very good progress, relative to their starting points and are working well towards the early learning goals.

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provision

The childminder successfully monitors the effectiveness of her teaching practices through rigorous self-reflection and through professional feedback from the local authority advisory team. Consequently, the childminder's teaching practices are consistently good and she knows how to successfully meet children's individual learning styles. The childminder accesses a wide range of training programmes and attends regular seminars and conferences to update her knowledge and understanding of current early years practices. Consequently, recent training programmes the childminder has attended have enabled her to significantly improve her overall teaching practices and improve outcomes for children. For example, she provides children with sufficient time to freely explore their learning environment and understands how to maintain a correct balance between adult-led and child-initiated learning.

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provision

Self-evaluation is firmly in place, well targeted and effectively monitored. This means that the childminder is working effectively towards improvement plans and sets herself challenging targets. The childminder obtains the views of the local authority adviser, parents, children and other childcare professionals, such as children centre workers to improve the quality of her setting. As a result, the childminder demonstrates a very strong commitment to bring about change and drive improvement forward. Partnership working is very strong and the childminder plays an active role in her local community. She helps to run a local toddler group for childminders and liaises with local schools, children's centre and the local authority early years team. Parental partnerships are well established and the childminder has various written statements from parents show their views on the childminder. For example, parents comment 'Any parent would be nothing less than

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provision

impressed with the care provided by the childminder'.

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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 EY411775 Local authority Stockport Inspection number 808773 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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Name of provider

Date of previous inspection not applicable

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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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