Childminder in Trafford

Inspection report for early years provision

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Unique reference number EY418526 Inspection date 30/11/2011 Inspector Miss Cathleen Howarth

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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 registered in 2010. She lives with her partner in the Timperley area of Trafford. Most of the ground floor of the childminder's house is used for childminding and this includes the downstairs toilet with hand wash facilities. There is provision for outside play in the back garden.

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Description of the childminding

The childminder provides care throughout the year on weekdays at times to suit parents. She walks to school to take and collect children and she attends toddler groups and playgroups. Transport can also be provided.

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Description of the childminding

The childminder is registered by Ofsted to provide care for five children under eight-years-old. Currently there are three children on roll on the Early Years Register. The childminder is also registered on the compulsory and voluntary part of the Childcare Register.

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Description of the childminding

The childminder currently receives support from the local authority.

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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

A distinct feature is the childminder's confident and well-considered approach in supporting children to make good progress towards the early learning goals in all areas. Inclusive practice is firmly embedded in all aspects of the provision and, as a result, most of the children's individual needs are well met. The physical lay out of the setting is exemplary and this includes provision for outside play. Current systems that demonstrate reflective practice, in relation to children's short term goals and targets, are effective. The childminder has good capacity to make independent and continuous improvements

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further?

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

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further?

 review babies sleeping arrangements with their parents to further promote their welfare.

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the early years provision

The childminder's in-depth awareness of safeguarding issues is good. She fully understands her role in child protection, including the procedures to follow should a concern arise. The regulator, Ofsted, has vetted and cleared adults in the household and confirmed their suitability, which is available for parents to view in the childminder's well-maintained portfolio. Detailed risk assessments are well This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 maintained in order to minimise potential hazards to children. Through formal and informal systems, the childminder keeps up-to-date with childcare practice, such as by sharing information with practitioners at other settings and staff at the local children's centres.

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the early years provision

When parents walk through the door it is perfectly clear the childminder has the children's best interests at heart. Her home is a safe, child friendly environment with plenty of space to play and she has an extremely wide range of quality resources, attractively arranged, for children to use. Provision for outside play is excellent and this includes resources for planting and growing and a giant sized pirate ship for children to play in. The highly effective deployment of resources, in addition to the physical layout of the setting, clearly meets the needs of children well and enhances their experience at the setting. As a result, most outcomes for children, with regard to their welfare and achievement, are good. The physical environment and children's toys, materials and books, positively reflect images of diversity. For example, when children learn about Diwali, the Hindu festival of lights, they make colourful portraits to display in the conservatory. The childminder

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the early years provision

places the promotion of equality of opportunity at the heart of all her work. She has a secure knowledge of each child's background and needs and she knows how to narrow any achievement gaps.

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the early years provision

There are effective systems in place that demonstrate reflective practice. For example, the childminder evaluates activities with children and parents and she uses this information to plan other activities to support children to take the next step. In partnership with the childcare coordinator from the local authority, aspects of the provision to be developed are highlighted and prioritised. As a result the childminder has reviewed the risk assessments for outings, which are now fully compliant and enhances children's safety.

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the early years provision

There are meaningful levels of engagement at the setting. Overall, relationships and working in partnership with parents is good. Parents are usually involved in decision making on key matters affecting their children through well-established procedures, which effectively promotes children's continuing care. For example, through the use of well maintained daily diaries. The entrance hall is impressive and quality information for parents to view is neatly arranged. However, arrangements for sleeping children are not always reviewed with parents.

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the early years provision

The childminder demonstrates a high level of awareness to provide for children with special educational needs and disabilities. Relevant information is shared with other Early Years Foundation Stage providers to promote a seamless approach to delivering the Early Years Foundation Stage framework. A relevant example is the school's ancient Egypt project, which was effectively reinforced at the setting. Children dressed up in Egyptian costumes and looked for treasure in the sand tray. They also went to a museum to see Egyptian artefacts. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

The childminder has a secure knowledge and understanding of the Early Years Foundation Stage. She promotes children's learning and development well through systems that show children's individual progress is good in relation to their starting points and capabilities. Teaching methods are effective and when required the childminder maintains children's attention by effectively engaging with them through storytelling and play.

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and outcomes for children

The childminder is genuinely loving and affectionate towards the children, who are appropriately hugged and cuddled. This helps them to develop a strong sense of belonging and positively promotes their self-esteem. As a result, children feel safe within the setting. The very young children show this through their body language and when they settle quickly. They are also confident to play on their own.

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and outcomes for children

There are good opportunities for children to engage in a wide range of physical activities, both inside and outside. The back garden is full of surprises and there are lots of things to do and see, such as hunting for mini beasts. Another children's favourite is playing in the giant pirate ship. They dress up in pirate outfits and use their imagination fully when they go on adventures across the sea.

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and outcomes for children

Healthy eating is positively promoted and children are encouraged to eat a varied and balanced diet, such as pasta with sweetcorn, low salt bread sticks and fresh fruit. Water is always available for children to drink independently from their feeder cups.

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and outcomes for children

Children are highly valued and they are fully included and involved. They are learning about people's differences in the wider community. For example, gender, disability, ethnicity and culture are positively promoted in non-stereotypical ways and through age appropriate activities and resources. Children are beginning to learn there are others who are less fortunate than themselves. They have cut out giant yellow bears for the floor to show their support for a national children's charity and they make giant poppies for Remembrance Day.

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and outcomes for children

In relation to their age and stage of development, children's progress in the six areas of learning, including the use of technology, is good. For example, children learn about cause and effect when they press buttons and turn dials on the activity centres. They are inquisitive learners who show a natural desire to explore and examine their environment and resources. The childminder knows that the very young respond to what they see, hear, smell, touch and feel. Therefore, she ensures relevant resources are always within easy reach on the floor and that sensory experiences vary. Effective measures like these provide firm foundations for children to develop knowledge, understanding and skills that are required for later life. 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 1 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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