Childminder in Trafford

Inspection report for early years provision

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Unique reference number EY390924 Inspection date 23/02/2010 Inspector Julie Firth

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Type of setting Childminder to 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 rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, 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.

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Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder was registered in 2009. She lives with her husband and three children aged 10, six and three years. The whole of the ground floor is used for childminding, which includes the lounge, dining area and kitchen. Toilet facilities are on the first floor. There is a garden at the rear of the property for outdoor play. Family pets include two cats, guinea pig, lizard and 3 tarantulas.

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Description of the childminding

The childminder is registered to care for a maximum of four children at any one time. There are currently nine children on roll; of these, three are on the Early Years Register. The childminder is also registered on the compulsory and voluntary parts of the Childcare Register to allow her to care for older children.

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Description of the childminding

The childminder can take children to and collect them from a local primary school. She is a member of the National Childminding Association.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

The childminder provides a happy, welcoming environment in which children's welfare is successfully promoted. She has a good understanding of the Early Years Foundation Stage and activities are exciting and help children to develop good skills. Children have made good progress towards the early learning goals. However, assessments do not indicate all areas of learning in depth. There is a successful partnership with parents; they are consulted and involved, and kept well informed of their children’s daily routines, care and learning. Also, positive links with the school and Sure Start ensure continuity of education and care. The childminder demonstrates a capacity for continuous improvement and is beginning to monitor the service provided.

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further?

To further improve the early years provision the registered person should:

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further?

 develop the use of assessment to chart children’s progress towards the early learning goals  further develop self-assessment and use effectively to monitor good practice.

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the early years provision

The premises are very safe and rigorous risk assessments have been conducted for all areas used for childminding . Outings are very well thought out and detailed to cover all aspects of safety for children. These are regularly reviewed. The childminder has a very good understanding of the signs and symptoms of abuse. She is aware of the procedures to follow should she be concerned about a child's This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 welfare and has undertaken recent training. Official identification documents are thoroughly checked before any person not known at the setting is allowed to enter. Furthermore, visitors are asked to sign in and out of the premises.

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the early years provision

The childminder works hard to provide a stimulating learning environment for children. The room is set out with educational posters, and examples of children's art work are beautifully displayed. A good range of clearly labelled resources is available to allow children to acquire new knowledge and skills, such as, that everyday print has meaning. The childminder has attended courses and future plans indicate that she is to access additional training. However, although self- evaluation is in the beginning stages and not used effectively to monitor the service, she has an understanding of all areas for development.

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the early years provision

The childminder strives to provide a service that is inclusive to both families and children. She recognises the importance of welcoming children with special educational needs and/or disabilities into a sharing and inclusive environment. New children are settled in gradually and the childminder obtains all relevant information from parents to ensure welfare needs are met well in the practice. The childminder also works with parents to identify and agree children's starting points and skilfully builds on their likes and interests. Parents are encouraged to contribute to their children's learning and progress. Information on the daily routine and the Early Years Foundation Stage poster is clearly displayed for parents to view. A wealth of letters show that parents are very happy with the care their children receive and how the childminder works flexibly to meet their individual needs. Links with the local school, who provide the Early Years Foundation Stage

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the early years provision

framework that children attend have been established.

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and outcomes for children

The childminder has a good understanding of the underlying principles of effective early years practice and links activities to the Early Years Foundation Stage. She makes good use of questioning to encourage children to become independent thinkers. Regular observations and photographs are used to inform planning and focused activities are evaluated and enhanced to continually improve the practice. Children participate in exciting and stimulating activities during the day and continue when they come home from school. However, as some children are new and settling in, assessments are in the early stages and do not clearly identify children's progress in depth across all six areas of their learning. Children play happily together with the childminder's own children and clearly enjoy the time that they spend with her. This enables her to meet the requirements well and promote good outcomes for children.

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and outcomes for children

Children develop a good sense of belonging within the setting and access toys independently. Their personal skills are well promoted as they feed and dress themselves, make friends and confidently speak to visitors. The childminder ensures children have time to experiment and knows when to intervene and offer suggestions and explanations. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children access a good selection of mark making materials and have opportunities to write. They happily sit and read with the childminder. They sit chatting around the table asking each other about their school day. Children have lots of good first hand experiences to learn about the natural environment as they visit the park and museum. They access programmable toys and participate in some festivals. Welcoming posters are displayed in different languages and children have an opportunity to speak about their own origin.

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and outcomes for children

Children have opportunities to count and calculate as these naturally arise, such as when playing a board game, during number rhymes and creating shapes with the play dough cutters, They recognise different colours as they mix green play dough. They are given opportunities to engage in role play as they play with small world toys, play in the home corner and dress up. They feel moon sand and create a sea world collage. Detailed themes displayed around the room indicate children are involved in a wealth of crafts and collage activities. Physical play outside is well promoted. Children thoroughly enjoy the time they spend outdoors running, around in the fresh air and using their physical skills with the variety of toys and equipment available in the rear garden. They enjoy walking to and from school on a daily basis. This results in children recognising that exercise is very much part of a healthy lifestyle. Furthermore, babies have access to equipment to enable them

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and outcomes for children

Children benefit from being cared for in a home which is very clean, warm and well maintained. Stringent hygiene routines and very good cleaning rotas are followed to ensure the children's good health. For example, children are fully aware of hand washing after activities and posters indicate hygienic practices are promoted. Children are very well nourished and develop an awareness of healthy eating. A very well-balanced and nutritious diet is in place to aid their growth and development, menus indicate a wealth of homemade foods. From an early age children learn the importance of sharing and taking turns. Very good behaviour is displayed and the frequent use of praise helps children feel good about themselves. This further promotes children's self-esteem and determination to help each other. The childminder acts as a good role model for the children and they receive clear messages about expected behaviour. Children can read the picture

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and outcomes for children

cards indicating clear ground rules made by themselves, as a result, children are polite and well behaved. Children are involved in the regular fire drill and participate in a large variety of topics to enhance their awareness of safety procedures. For example, when they are out walking they talk about dangers on the road. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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