Couper, Ms Alison Helen

Inspection date

Previous inspection date 12 February 2015 26 August 2009

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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 Requires improvement 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 childminder has not trained her assistant to understand the safeguarding policy and procedure well enough, to fully ensure children's welfare.  The childminder does not effectively use her assessments of what children need to learn next when she plans activities. Consequently, children are not challenged and they do not make the best possible progress.  The childminder has a limited understanding of how children learn. As a consequence, some of the activities provided for two year old children do not fully promote their exploration and active learning.  The childminder does not accurately identify the strengths and weaknesses of the teaching practice in her provision. As a result, her plans to improve her provision do not have a significant enough impact on children's learning and development.  The childminder does not gather enough information on entry from parents about children's achievements. As a result, starting points are not established quickly enough

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

to promote learning from the onset and to fully support the monitoring of children's progress.

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It has the following strengths

 The childminder and her assistant provide a welcoming, home environment. Children arrive ready to play and have fun.  Children eat healthy and nutritious meals and snacks. They grow vegetables and learn to make healthy choices in their diet. They are provided with daily opportunities to play outside and develop their physical skills.  Parents state that their children benefit from attending. For example, they report that children who lack confidence 'blossom in the childminder's care'.

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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

 ensure that her assistant fully understands the safeguarding policy and procedures, and can demonstrate knowledge of what to do if he suspects that a child is at risk of abuse or neglect  ensure that ongoing assessments of what children know and can do are used effectively, to plan a range of purposeful and challenging activities which are matched to the individual learning needs of each child.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 improve her understanding of how children learn, so that activities for two-year-old children fully promote their desire to explore and investigate  identify the strengths and weaknesses in teaching, and implement an action plan to build on good practice, so that the quality of children's learning experiences continuously improves  improve the system for gathering information from parents when children enter the childminding provision, so that starting points for their learning are established, their progress can be accurately measured and any concerns can be identified and addressed at an early stage.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 train assistants on the written statement of procedures to be followed to safeguard children from abuse or neglect (compulsory part of the Childcare Register).

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Inspection activities

 The inspector spoke with the childminder, her assistant and children throughout the inspection.  The inspector observed play and learning activities in the childminder's home.  The inspector looked at observation, planning and assessment records and documentation to promote children's health and well-being.  The inspector checked evidence of the suitability of the childminder and her assistant.  The inspector took account of the views of parents and carers.

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who attend. This requires improvement

The childminder provides children with a wide range of toys and activities that adequately promote their learning and development. As a result, children become involved in self- chosen activities that absorb and interest them. For example, children playing with dolls have ready access to beds, prams and bottles for their 'babies'. Older children demonstrate that they have most of the key skills they need when they start school. For example, their literacy is promoted as they practice sounding out and writing the letters in their names. Learning at home is supported. For example, children take home storybooks to share with parents. The childminder knows children well and assesses their progress. However, her assessments are not routinely used to plan activities that challenge children and support them to take the next steps in their learning. Planning describes what children will do, rather than what they will learn next. There are occasions when teaching limits the

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who attend. This requires improvement

opportunities for two-year-old children to explore and learn actively. For example, younger children, deeply involved with small-world play, are interrupted to join adult-led activities planned for older children.

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requires improvement

Relationships in the provision are good. The childminder and her assistant are calm and friendly role models. They promote children's positive behaviour. For example, when two children want the same toy, the assistant explains to them about taking turns and sharing. The childminder takes a sensible approach to managing everyday risk. For example, children learn about crossing the road safely during daily walks and outings. Children are supported to be emotionally prepared for school. For example, they make daily visits to school classrooms to take and collect older children. Children develop independence in their self-care. They learn why they must wash their hands before they eat. There is a suitable policy and procedure in place to safeguard children. However, the childminder's assistant does not have a clear enough understanding of what he must do if he suspects that a child is being abused or neglected. This compromises children's safety.

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provision requires improvement

The childminder generally understands her responsibility to ensure that the requirements of the Early Years Foundation Stage are met. She sets out suitable policies and procedures. For example, medicines are administered safely because the procedure is always followed. The childminder demonstrates a commitment to improving her provision and she and her assistant attend relevant training. However, the quality of teaching is not monitored effectively enough. Consequently, priorities for improvement do not consistently improve teaching and children do not make the best progress possible in their learning. The childminder gathers information from parents when children enter the provision. However, the information does not focus clearly enough on what children know and can do. Consequently, starting points for children's learning are not established quickly enough to support the measurement of their progress and the early identification of any concerns.

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Setting details

Unique reference number EY293687 Local authority Tameside Inspection number 820110 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 15

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Name of provider

Date of previous inspection 26 August 2009

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Telephone number

The childminder was registered in 2004 and lives in Stalybridge. She holds an appropriate early years qualification at level 3. Her provision operates all year round, from 7am to 7pm, Monday to Friday, except bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She works with one 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

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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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