Childminder in Tameside

Inspection date

Previous inspection date 10 February 2015 25 January 2012

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3

Previous inspection: Satisfactory 3 How well the early years provision meets the needs of the range of children who attend Requires improvement The contribution of the early years provision to the well-being of children Good 2

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3

The effectiveness of the leadership and management of the early years provision Requires improvement The setting does not meet legal requirements for early years settings

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This provision requires improvement. It is not yet good because:

 The observations and assessments of children's learning are in their infancy. The childminder does not yet use the information gathered to monitor how well children are progressing towards the early learning goals. Consequently, some activities are not matched well enough to the individual needs of the children.  Discussions between the childminder and her assistant about reviewing their practice do not focus sufficiently on improving the quality of teaching to at least a good level.  The childminder has not developed her awareness of the progress check for children between the ages of two and three years. This limits her ability to share pertinent information with parents, so that any emerging concerns about children's progress can be addressed in a timely manner.

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It has the following strengths

 The childminder has a good knowledge of child protection procedures. She clearly understands the signs and symptoms that may indicate a child is at risk, and fully understands the procedures for reporting any concerns. This helps to ensure that children are protected from harm.  The childminder and her assistant promote children's well-being effectively. They have positive relationships with children and encourage their independence well. They take children on many outings, to support a healthy lifestyle.  Partnerships with parents and other settings children attend are strong. The childminder regularly exchanges information with regard to the children's well-being and learning. This helps to ensure children's individual needs are adequately met.

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

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What the setting needs to do to improve further

 develop the systems for assessing children's progress, for example, by taking account of the developmental age bands to track children's progress towards the early learning goals, to ensure that activities are planned and differentiated to meet the individual learning needs of children  improve the quality of teaching to at least a good level, for example, by completing regular observations of the assistant's teaching skills and discussing the findings at supervision sessions, to identify any improvements that can be made  improve knowledge of the progress check for children between the ages of two and three years, so that parents can be provided with a short written summary of their child's development in the prime areas of learning.

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Inspection activities

 The inspector conducted a joint observation with the childminder.  The inspector took account of the views of parents and carers spoken to on the day and from information and feedback from parents.  The inspector observed activities in the conservatory.  The inspector checked evidence of suitability and qualifications of the childminder and her assistant, and discussed self-evaluation processes.  The inspector looked at a selection of policies and procedures, which included safeguarding and complaints, children's learning records, and a range of other documentation.

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who attend. This requires improvement

Teaching is not always matched to the abilities of the children. The assistant asks older children how they can make a model of a person, and encourages them to count how many pieces they need. Children confidently count up to six pieces and roll the dough to make the arms and legs. However, younger children are asked the same questions and, therefore, lose interest as they do not have the level of understanding to answer them. Young children enjoy sitting with the childminder to share stories and she encourages them to name the animals in the pictures. For older children, the childminder promotes writing letters of the alphabet and she encourages younger children to make marks. This prepares them for the next stage in their learning, such as school. The childminder completes observations of children's learning, but does not use the development age bands to assess what stage children are at. In addition, she is not fully aware of all

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who attend. This requires improvement

aspects to include in the progress checks for children between the ages of two and three years.

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good

The childminder supports children's emotional well-being effectively. Consequently, children are happy and confident. The clear settling-in process, where children initially attend for short periods of time, enables them to become familiar with the various routines. This helps children to settle quickly. Children are prepared well for the move to school, as the childminder explains what to expect. Resources are well organised to give children good opportunities to make choices and to promote their independence. The childminder encourages children to manage their own self-care and good hygiene practices are consistently implemented. The home is safe and detailed risk assessments are in place. The childminder and her assistant reinforce safe practices with children when crossing roads, and regular fire drills are practised in the home. This helps children to learn about keeping themselves safe. The childminder uses praise effectively to help

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good

children to understand how to behave in a positive manner.

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provision requires improvement

The childminder meets the safeguarding and welfare requirements and documentation is organised well. She has comprehensive policies in place and these are shared with parents at initial visits. This promotes children's safety and welfare. The childminder actively seeks the views of parents and children to help her evaluate what she provides. Feedback from parents, viewed at the inspection, is positive and discussions with parents show that they are happy with what the childminder offers. The childminder has improved the planning and observation systems so that account is taken of the areas of learning. However, further improvement is required, as some activities are not differentiated for the various abilities of children attending. The childminder discusses the activities with her assistant on a daily basis. However, she does not focus on the effectiveness of teaching skills to ensure that teaching is consistently good.

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Setting details

Unique reference number EY279564 Local authority Tameside Inspection number 877687 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 9

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Name of provider

Date of previous inspection 25 January 2012

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Telephone number

The childminder was registered in 2004 and lives in Stalybridge. She operates all year round from 7am to 6.30pm, Monday to Friday, except bank holidays and family holidays. She works alongside a registered assistant.

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Telephone number

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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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, safeguarding and child protection.

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Telephone number

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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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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