Childminder in Trafford

Inspection report for early years provision

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Unique reference number EY346157 Inspection date 08/07/2010 Inspector Krystina Chitryn

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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 2006. She lives with her husband in the Flixton area of Trafford. The whole of the ground floor and the bathroom on the first floor are used for childminding. There is a fully enclosed rear garden available for outdoor play.

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Description of the childminding

The childminder is registered to care for a maximum of six children aged under eight years at any one time, of whom no more than three may be in the early years age group. The provision is registered by Ofsted on the Early Years Register and the voluntary and compulsory parts of the Childcare Register. There are currently four children on roll, three of whom are in the early years age group.

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Description of the childminding

The childminder is able to take and collect children from the local primary school and 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 outstanding.

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The overall effectiveness of the early years provision

Children make outstanding progress in their learning as the childminder has a comprehensive understanding of how children learn. She uses her wide ranging knowledge to provide stimulating opportunities for children to learn. Children flourish as the childminder provides individual care and purposefully supports their well-being. The childminder has extensive systems in place to ensure excellent communication with parents and this ensures children receive comprehensive care. She uses her knowledge gained at training and self-evaluation to actively drive improvements in the service she provides.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 developing the organisation of resources to support younger children's independent access.

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the early years provision

Children feel safe and confident in the setting as they are made very welcome and the childminder knows the children very well. The childminder provides a highly organised environment to ensure the children’s safety and teaches them about safety in the home. The childminder has thorough risk assessments of her home, garden and trips that she and the children undertake. For example, young children use age appropriate equipment under supervision when the older children cut strawberries in half with a knife. Children have a sense of belonging as they have This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 their own colour coded towels and know where they are kept. They are supported by the childminder and thrive in her care as she provides them with cuddles and reassurance.

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the early years provision

Children are safeguarded as the childminder effectively follows her procedures to ensure they are safe. Children are never left unsupervised and she provides a visitors book for any one entering the premises. Policies are available for parents, including safeguarding and collection policies, which they read and sign to say they have understood.

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the early years provision

The childminder involves parents in the education of their children and recognises their role. She has extensive systems in place to ensure that parents are involved in their child's time at her setting. For example, she provides a welcome pack, a monthly news letter and explains her philosophy. The childminder obtains detailed information from parents about their child and what they can do linked to the six areas of learning in the Early Years Foundation Stage. She also completes daily diaries for younger children and observations on each child. She shares information on a daily basis with parents and she displays her weekly planning and menus on the parents' information board. She has made links with a number of external agencies, such as the local school and nurseries which enables her to fully meet the needs of the children attending her setting.

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the early years provision

The childminder effectively evaluates her provision, the progress children make and the activities she offers. The informal systems she employs ensures children and parents are involved in the process and actions being taken. For example, the menu is negotiated with parents and adjusted to meet a wide range of needs, including seasonal produce. The childminder is highly committed to continuous improvement. She is a network childminder and has completed numerous training courses, including a level 3 qualification in childcare. She is commitment to continuous professional development which has significant benefits for children. She has developed a safe space where children can access activities both inside and outside which encourages children to make choices about their learning and play.

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and outcomes for children

Children are enthusiastic and flourish while enjoying the wide range of experiences. They make excellent progress in their learning as they are provided with a variety of stimulating and challenging activities. The children are given essential learning skills as the childminder helps them to become successful in their learning. She provides children with an environment where they can observe, explore and be inquisitive. The children paint pictures on canvas and pick their medium. They paint what they choose and are not guided or structured by the childminder. The children ask for brown paint and a discussion takes place about mixing paint. They explore the colours, and are delighted with the results. When the children have finished using the brushes they develop their learning by exploring what paint feels like on their hands and make hand prints. This provides the children with valuable learning experiences. Children learn to think, experiment

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and outcomes for children

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and solve problems. The childminder supports their learning by asking questions and working with the children as she offers them the opportunities to develop their learning and explore.

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and outcomes for children

The childminder makes observations of the children and links these to the Early Years Foundation Stage and plans the next steps in learning using observations. Her extensive knowledge of each child enables her to offer individual challenges and supports them to make excellent progress. She works with parents to establish where each child is in regard to the expectations of the early learning goals.

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and outcomes for children

Children learn to recognise numbers count and solve problems through everyday activities. They count out grapes and are learning to share. They sing songs to help them develop their counting. They are learning simple technology as they learn how to switch on the remote controlled car developing skills for the future. They dance with ribbon streamers and enjoy a hoop throwing game which helps them develop their hand to eye coordination and physical skills. The children are learning to write their names which helps them develop their skills for the future.

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and outcomes for children

The childminder identifies children’s individual needs and responds well to children, supporting them as they paint. They learn about the world through first hand experiences, as they grow strawberries and enjoy eating them. The children spot a butterfly as it flies by and this sparks a conversation about its life cycle. The children learn about differences as they explore other religions and festivals and being respectful to other people in the wider community.

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and outcomes for children

The environment is very well planned to enable children to learn. Resources are stored at child height to enable independent access and choices. However, boxes are labelled with words and this does not enable younger children to identify what is stored in the boxes.

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and outcomes for children

Children are inquisitive as they learn about healthy life styles. They enjoy their time outdoors and share activities as they dance, ride in the push along cars, paint, use the chalk board, play football and throw hoops. The childminder ensures the children can play out in all weathers. She provides a shaded, covered area and applies sun cream to ensure the children’s good health. The children have freedom to play inside or outside throughout the day. They learn about healthy foods and know fruit is good for them. They grow grapes on a vine and know that potatoes grow under the ground which helps learn about the world around them. Parents are provided with annual evaluation forms; these state that they are extremely happy with the level of care provided. 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 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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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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