Childminder in TraffordOfsted inspection, 14 Nov 2012

Inspection date

Previous inspection date 14/11/2012 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Good quality teaching is rooted in childminder's secure knowledge of all the areas of learning. As a result, children are able to reach their full potential.  The acquisition of communication and language skills and personal, social and emotional development is given a very high priority. As a result, children are confident, sociable, and able to express their own preferences and interests.  Children make good progress because activities challenge and stimulate them across all areas of learning and planning is individualised to meet their needs.  Children are very well prepared for transition within the setting when they first start, and with local schools. Partnerships with other providers and parents are good.

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It is not yet outstanding because

 Children and parents' views are not yet taken account of as part of the childminder's self-evaluation process in order to enhance the provision even further.  There are fewer opportunities for children to discover through play, explore the properties of materials and combine objects together using open-ended resources.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities in the two main rooms and the basement play room.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the observations.

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Inspection activities

 The inspector looked at children's learning journeys, planning documentation, the childminder's self-evaluation form and a selection of policies and children's records.

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Inspection activities

 The inspector also took account of the views of a parent spoken to on the day of the inspection.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her family in a house in the Timperley area of Trafford. The whole of the ground floor, a basement playroom and a bedroom on the first floor are used for childminding purposes. There is a rear garden available for outdoor play.

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Information about the setting

The childminder attends a playgroup and a childminder group every week. She visits the local shops and park on a regular basis. She collects children from the local school.

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Information about the setting

There are currently three children on roll, all of whom are in the early years age group. She cares for children all year round from 7am to 6pm Monday to Friday except for family holidays. The childminder is a member of the National Childminding Association.

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

 enhance existing self-evaluation systems taking into account the views of parents and children in order to better identify areas for improvement and maintain the highest levels of achievement for all children over a sustained period of time

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

 extend opportunities for children to explore in their play by providing a range of open-ended resources so that they can explore the colour and texture of different materials, and discover how objects can be combined.

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who attend

Children are cared for in a welcoming and stimulating environment. The childminder has a very good knowledge and understanding of the revised Statutory Framework for the Early Years Foundation Stage and teaching is strong. As a result, children thrive and make good progress towards the early learning goals. The childminder has a secure knowledge of the backgrounds and needs of children. For example, she centres her planning of activities around children's interests and personal experiences so they are meaningful to them. The childminder organises a wide range of planned and unplanned activities around the festival of Diwali because children celebrate the festival at home. Children enthusiastically point and look at photographs of Rangoli patterns on people's doorsteps indicating they are familiar with these customs. The childminder extends children's knowledge about Diwali even further by talking about the garlands people sometimes wear around their

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who attend

neck. This prompts children to pull out colourful garlands from a dressing-up box. They show their delight by smiling before wrapping them around their necks. Opportunities to develop children's skills, such as, exploring different media and materials, are demonstrated well. For instance, children attempt to create decorative Rangoli patterns of their own using coloured chalks on an easel. Good quality teaching is rooted in this setting and educational programmes provide challenging and interesting experiences to meet children's needs. The childminder ably supports children's thinking processes when they try to work out how things work and fit together. She models language effectively while children are trying to fit a wooden shape into a hole. For example, she says, 'mmm, does that fit here? Let us see.' This supports children to think aloud and explore mathematical concepts, which is an essential skill in

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who attend

problem solving. The childminder uses this opportunity to discuss the properties of different shapes. For example, children demonstrate very good control with their fingers as they manipulate a hexagon shape through a hexagon-shaped hole. Children are supported very well in the acquisition of communication and language skills and in their physical, personal, social and emotional development. The childminder has a secure understanding of the need to develop children's communication skills.

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who attend

The childminder has high expectations and is very motivated to join in children's play when necessary. As a result, children warm to her and are fully engaged in their play. The childminder has a realistic and accurate knowledge of children's stage of development. Her assessment systems are robust and very clearly show children's progress towards the early learning goals. The childminder monitors children's progress across the seven areas of learning and ensures she is covering them in depth and breadth. Observations are thorough, linked to areas of learning and tracked against the developmental bands. The childminder regularly shares information about children's progress with parents and parents comment that she is delivering a high quality service. Parents say information- sharing is excellent and they welcome the childminder's support with regard to self-help skills. For example, one parent said, 'My child is doing so well. The childminder has

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who attend

suggested she tries using an open cup rather than a beaker as she is ready to do so. If the childminder had not suggested it to me, my child would still be drinking from a beaker and would not be building up her confidence and independence skills.'

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who attend

The childminder has completed a detailed progress report for parents to read and this is based upon children's starting points. She is very well organised and regularly reassesses children's development so that progress can be tracked effectively. The childminder understands the needs of the children very well. Although she has not implemented the two-year-old progress check yet she knows what sort of information to include and is very well prepared. sort of information to include and is very well-prepared.

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The contribution of the early years provision to the well-being of children

The childminder is very organised and committed to meeting children's needs in order that they feel safe and secure in her setting. For example, she prepares children well as part of the induction process, such as, organising pre-visits to get them used to the setting. Information from parents, about their child's interests, routines, and food choices, is collated in an 'All about me' document. The childminder works hard to mirror routines carried out at home so that children settle quickly. Children feel safe and secure with the childminder because they have their needs met. They share a giggle over a shared joke and stretch out their arms for a cuddle when they are upset. Children behave very well and are familiar with routines and boundaries. The childminder promotes good behaviour and is a positive role model to children. Boundaries are very clear and the childminder is consistent in her approach so children know what is expected

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The contribution of the early years provision to the well-being of children

of them. For example, they are aware that it is not safe to sit on the edge of the inflatable ball pool. They remove themselves to a safer place to sit after gentle prompts from the childminder. By playing alongside children, she makes references to children's personal experiences and people with whom they have strong attachments. For example, children are playing with a toy train and mention a sibling's name because they have a similar train at home. The childminder uses the opportunity to encourage them to talk about their home life and community. Such positive experiences enable children to develop a strong sense of belonging and personal identity.

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The contribution of the early years provision to the well-being of children

The learning environment is well-organised. Wide-ranging resources are carefully arranged in low-level baskets and boxes so that children can access them independently. Resources cover all areas of learning and are age and stage appropriate. Children demonstrate they have a natural curiosity for exploring objects which interest them. They look closely at the features of a toy train and move the wheels around. However, some resources are not open-ended and usually serve one or two functions, such as a baby's rattle that makes a noise when you shake it. The majority of resources are made of plastic and do not stimulate all of the senses. They do not offer children the chance to find out about the properties of different objects and how they can be combined together in various ways.

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The contribution of the early years provision to the well-being of children

Children have a good understanding of healthy lifestyles. They are provided with healthy meals of salads and wholemeal bread with vegetables. Hygiene practices are good and mean that children remain fit and healthy. The childminder uses nappy changing times as an opportunity to sing nursery rhymes and children join in with number rhymes. Children respond by clapping and singing, showing that they are familiar with favourite songs and rhymes.

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The contribution of the early years provision to the well-being of children

Partnerships with parents, carers and other professionals are secure. The childminder has already started to build relationships with staff from the local school. She is very committed to strengthening these links over time. For example, she has arranged for the teachers to send information about the topics they have covered in school. The childminder uses this information well to inform her planning for children who attend before and after school. She also extends children's learning in literacy and mathematics. For example, she practises letters of the alphabet with the children and supports their counting skills. As a result, there is effective continuity of care and children make good progress. The childminder also shares this information with parents. For example, as part of the Diwali topic, she gave parents a handout with facts about Diwali and activity suggestions to do with their child at home. As a result, parents are kept well informed

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The contribution of the early years provision to the well-being of children

about children's progress and are also involved in their child's learning at home.

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provision

High priority is given to safeguarding children. The childminder has a thorough knowledge and understanding of safeguarding policies and procedures and knows who to contact should she be concerned about a child. Comprehensive risk assessments of the premises and outings are carried out to ensure children's safety. A visitor log is maintained and only authorised persons related to the child are permitted in the setting, which further protects children.

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provision

The childminder has an accurate and clear vision and sets herself high standards in order to deliver good quality provision. She has made a start on her self-evaluation and has taken into account the views of her development worker from the local authority. However, self-evaluation does not yet include views from parents, carers and children in order to raise existing good standards.

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provision

Observation, planning and assessment systems are of good quality. The childminder has a good grasp of where children are in terms of their development and is able to identify any gaps in their learning, if and when they arise. There is a good overview of the curriculum through close monitoring of educational programmes to ensure an even balance across the seven areas of learning. As a result, children make good progress in relation to their starting points.

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provision

The childminder is proactive and clearly enjoys learning. She is keen to enhance her practice by going on courses and by sharing ideas with other childminders and her development worker. Through discussion she is very passionate about meeting the needs of the children and shows a keenness to attend specialist training. Examples include, going on courses about specific learning difficulties or supporting children with communication difficulties.

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provision

Well-established links with other early years settings ensure effective continuity of care. The childminder speaks to teachers on a regular basis about the children who attend before and after school and planning from the school is shared effectively. Regular trips to the local playgroup and the local school help familiarise children with the surroundings and staff. Children also have positive experiences of mixing with other children enabling them to make new friends and socialise. Children develop good self-help skills, literacy and mathematics skills and are well prepared for school.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

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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Setting details

Unique reference number EY446400 Local authority Trafford Inspection number 798314 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 3

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Name of provider

Date of previous inspection Not applicable

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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