Childminder in Trafford

Inspection report for early years provision

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Unique reference number EY298986 Inspection date 28/02/2011 Inspector Mary Kilroy

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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 assesses 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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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 2004. She lives with her husband and two adult children in Sale, Trafford. The whole of the ground floor of the childminder's home is used for childminding with toilet facilities situated on the ground floor. 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 at any one time and is currently caring for seven children, five of whom are within the early years age range. She is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder attends local carer and toddler groups and takes and collects children from a local school. She is a member of the National Childminding Association and completed a National Vocational Qualification level three in 2010.

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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

Children enjoy stimulating age-appropriate activities in a warm, safe and inclusive environment. The setting successfully promotes children's safety and welfare. Effective assessment and planning enable children to make good progress in their learning. The childminder has built positive partnerships with parents and they are involved in their children's learning. She reflects well on her practice but self- evaluation procedures are not fully effective to monitor her provision.

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further?

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

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further?

 develop procedures to monitor and evaluate the provision

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the early years provision

The childminder ensures her service is inclusive and provides a warm welcome for children, parents and visitors. She exchanges twice daily verbal information and all records and the children's files are shared with their parents, who can see them at any time. She works in partnership with them, asking what children are doing at home and telling them what they do in her setting. She has formed effective links with other providers of the Early Years Foundation Stage, such as, the local school, where she is on the Parent Teacher Association and with other childminders.

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the early years provision

Parents who expressed an opinion are very satisfied with the service and praise the flexibility of the childminder, the 'superb care and interaction with children' and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 they say that they 'cannot thank the childminder enough for her commitment'.

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the early years provision

Children are nurtured by a caring childminder who supports them with kind words and encouragement, giving them her full attention. She provides a welcoming environment for children with special educational needs and disabilities. Resources are accessible, enabling children to confidently make choices and extend their play.

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the early years provision

Written policies and procedures work well in practice to promote children's health, enjoyment and achievement. Records and documentation are up to date and securely stored to maintain confidentiality. The childminder recognises the importance of continuous improvement and can identify the strengths and weaknesses of her provision and addresses them by training. However, self- evaluation is not fully developed to monitor and identify any gaps in the provision.

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and outcomes for children

Children can access a wide range of toys and equipment easily and independently and the childminder has a work table for them to use that goes up or down for easy access. She shows laminated pictures of toys and equipment that are not as accessible to young children who are not yet talking, to enable them to point to the pictures and make appropriate choices. Activities are a good balance of adult- introduced and child-initiated and children are able to add to their play or take in whatever way they choose.The childminder builds well on their starting points and interests. Children are highly stimulated and the childminder spends all her time playing and interacting with them. Young children skilfully sort colours and know many of them. Sorting trays and threading laces are in colours also, providing excellent opportunities for matching and making choices. One child selects a blue thread, the other yellow 'To match the tray.'They talk about their favourite colours,

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and outcomes for children

one likes blue best and builds in blue, then asks the inspector what colours she likes and when told 'yellow and green' the childminder asks if they can build a tower in those colours and the child quickly obliges. Children skilfully manipulate bobbin reels to build towers, balancing bricks on top, then thinner reels. They manage seven or eight before the tower collapses. The childminder changes activities quickly as young children tire of them, she adds to their play frequently, asks what they want to do or if they enjoyed the activity. Children play with a wooden ark and talk about the animals going in 'two by two.' The childminder uses every opportunity for learning, for example, children discuss the round train track and look for shapes in the environment, a young child finds a 'roll circle'(a cylinder) and this is re-enforced with shape pictures on the walls. The children sort buildings for the train track, and use appropriate language, for example, big, small and

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and outcomes for children

Children manipulate tools well and the childminder offers help and suggestions and helps them to problem solve, such as, when playing with stencils she says, 'it will have to go in there (the pencil) and round and round'. When threading with laces she helps them to 'tie a knot in the bottom, so they don't fall off. Tip them all out, we have to share. Does it come off at the bottom, is the knot big enough? Look at This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 the length of yours, shall we count them? Let's tie a knot, to keep it together.' The childminder shows how it can be made into a necklace, 'for mummy to try on, when she comes'. The child doesn't want to make a necklace, just to take it home and she patiently explains that there would then not be enough for other children to play with. She suggests putting it safely on the side, for mummy to see.

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and outcomes for children

The childminder encourages children to think about space as she asks them to decide if a puzzle should be completed on the table or floor, she helps them to position the table at an appropriate height, saying 'lower, higher'. She prompts them during play, asking 'Is there more room on the floor? Let's tidy these away to make more space or room.' The childminder asks open questions and children take turns to listen carefully and respond and young children's vocabulary is good. They enjoy listening walks around the area, to encourage listening skills as well as observing.

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and outcomes for children

Children have access to programmable toys and a desktop computer to help them to complete simple programmes. They use self check-outs in supermarkets and the library, make their own shop money, pay the childminder's bus or tram fares for her and help to fill in paying in slips at the bank. Children pay for their own souvenirs at the zoo, each takes the same amount of money, and they have opportunities to queue, say please and thank you and count their change, with the childminder. The childminder puts the play shop up, with notes and coins, she considers the ages of the children attending, as some coins are very small.

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and outcomes for children

Children have lots of opportunities to gain knowledge and understanding of the wider world, as they enjoy a wide range of outings, riding on the tram to the science and industry museum, then taking the lift down from the high platform, visiting the museum of transport and Blackpool and Chester Zoos, with other childminders. They visit many parks with pets corners and ponds and access the field at the back of the property and soft play areas. They are learning well about domestic animals, those that live in the wild or zoos and farm animals. They know horses eat hay and the childminder adds that sometimes they sleep on it, too. The childminder works alongside another childminder for safety and in summer they set up activities together on the enclosed back field. They collect tadpoles, which are observed, then returned to the wild. Children observe wildlife on walks along disused railway lines, the canal and woods. They discuss watching a tree being cut

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and outcomes for children

down in the next door garden. They plant lettuces and cress and measure six foot sunflowers. One child has chickens at home; children talk about them and about their own pet cat and the childminder's cat. They compare the cats, talk about their ages and numbers of legs and colours of fur. They help to look after the tank of fish in the kitchen and take advantage of snowy weather as they go out in their Wellingtons. They enjoy colouring in leeks and daffodils for St. David's day tomorrow; the childminder has a creative file of festivals and carries on school themes with older children. 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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Early Years Foundation Stage

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 1 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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