Childminder in Trafford

Inspection date

Previous inspection date 12/12/2012 20/04/2009

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early years provision

This inspection: 2 Previous inspection: 3 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

 Children's learning is positively encouraged by the childminder who plays an important role in promoting their development. As a result, children are happy, become active in their learning and make good progress from their initial starting points.  The childminder's approach to safeguarding is professional and as a result, risks to children are minimised effectively. Children remain safe and secure in the childminder's home and develop positive relationships with the childminder and others, therefore supporting the development of their confidence.  Children's communication skills are promoted well as the childminder understands how children learn. She spends time talking to children, encouraging the effective development of their vocabulary, imagination and language skills.  The childminder and parents develop good relationships and as a result of the positive exchange of information, they work together to support children's care learning and

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It is not yet outstanding because

 The tracking of children's progress is not always sharply focussed to enable the childminder to identify variations in their learning and make the most of all opportunities to further extend their development.

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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 dining room and designated play room, entered into discussion with the childminder and interacted with the children at appropriate times.

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Inspection activities

 The inspector looked at the children's records, including observations and reviewed policies, procedures and other relevant documentation.

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Inspection activities

 The inspector completed a tour of areas of the premises used by children on the ground floor and first floor including the garden and took into account the information on display.

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Inspection activities

 Parent's comments were taken into account on the day of the inspection from the questionnaire completed.

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Information about the setting

The childminder was registered in 2000 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three adult children in a house in Timperley, Altrincham. The ground floor kitchen, dining room and play room and the bathroom on the first floor are used for childminding purposes. There is an enclosed garden area for outdoor play.

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Information about the setting

The childminder attends local toddler groups and visits the local shops and park. She collects children from the local schools. There are currently three children on roll, one of whom is in the early years age group and attends part-time. She operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 enhance the tracking and monitoring of children's progress, for example, by using guidance including Development Matters in the Early Years Foundation Stage, to precisely identify and plan for any variations within children's learning.

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who attend

The childminder promotes the development of children in her care through the weekly planned activities, which reflect a good balance of adult-led and child-initiated opportunities and build on their individual interests. Children freely select play materials of their choice from the play room and show particular interest in imaginary play. For example, they initiate conversations between the dolls and prepare the pretend food for feeding them, therefore positively expressing their imagination. Children's literacy skills are well supported because the books are freely accessible for them to choose from and enjoy. They share books to promote their understanding of number with the childminder and confidently count the images they see up to six.

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who attend

The childminder sensitively supports children's language development and communication skills. They enter into conversations during their play with the childminder as they discuss what they do. For example, they make her aware that 'these have been put in the wrong box', referring to the animals that they find in the box of pretend food. The childminder asks many open questions to successfully support their understanding of shape, colour and number to support their knowledge of mathematical concepts. For example, children are encouraged to sort and match the coloured play dough into the corresponding coloured tubs with success. Children give meaning to the marks they make as they draw circles and lines on the chalk boards. They make calendars decorated with their hand prints for parents as part of the Christmas celebrations and are proud when the childminder shares their achievements. Children explore the interactive toys and the

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who attend

buttons they press reveal flashing lights and music, which they delight in dancing to.

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who attend

The childminder recognises children's stages of development and uses her observations, to highlight what children can do and identify their next steps. Children's observations are supported by photographic evidence and links are being made to the areas of learning. Details of the children's learning are shared with parents who contribute observations from home in order to further enhance the childminder's planning for individual children's needs. The childminder has a positive understanding of the need to undertake the two- year-old progress checks based on the previous observations made. As a result, parents are kept informed of their child's progress and potential developmental concerns are identified early.

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

Children are well supported by the caring childminder who understands how to support children in separating from their main carers initially. She works closely with individual children and their parents and helps children to form secure attachments and to settle into their surroundings with ease. Children show confidence and develop a sense of belonging because they are welcomed into a warm and homely environment. The effective deployment of resources within the designated play room enables children to make choices and access play materials independently, enabling them to become active in their learning. They learn to play cooperatively, behave well and develop special friendships with the childminder's grandson.

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

Children's awareness of health and safety is promoted through the daily routine, discussions and activities. For example, children are provided with healthy meals and snacks which help to promote their awareness of healthy eating. They are reminded about the importance of hand washing before meals and after messy play. Children engage in daily opportunities to play outside in the fresh air, as they visit the local park or play in the garden, developing their physical skills and benefitting from fresh air. Children show that they feel safe and secure in the setting as they investigate and explore their surroundings knowing that the childminder is close by. The childminder provides opportunities for them to learn how to stay safe, for example, practising the emergency evacuation regularly. Children are well prepared for their next stage in their learning because the childminder encourages their independence and regularly visits local groups. This means that children

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

develop confidence in various social situations, which prepares them for moving on to school and other settings.

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provision

The childminder understands her responsibilities in meeting the safeguarding and welfare requirements and the learning and development requirements of the Early Years Foundation Stage. Children consistently make good progress towards the early learning goals because the childminder plans and provides activities to extend their learning. She observes and assesses their progress and uses this information to inform future planning. However, the childminder does not yet fully use professional guidance available to her, for example, Development Matters in the Early Years Foundation Stage, in order to help her monitor more precisely children's progress and plan innovative and exciting experiences to further challenge their learning. The childminder has a secure understanding of the need to safeguard children and updates her knowledge and understanding through the training she attends. She clearly recognises the signs of abuse and confidently outlines her

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provision

approach should concerns arise. As a result, children's safety is prioritised.

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provision

Partnerships with parents are effective in ensuring children's welfare needs are met and they receive copies of the childminder's policies, which make them aware of her effective practice. The childminder uses her knowledge of individual children well to support their learning, development and care. She enters into effective communication daily with parents, informing them of children's activities, care and achievements, so that parents are kept up-to-date. Parents are complimentary about the care their children receive and say how children enjoy both the 'educational and fun activities', recognising that their children have come on in 'leaps and bounds by mixing with others'. This enables them to leave their children in confidence and feel reassured that they are being well cared for.

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provision

The childminder recognises the importance of developing her practice to further promote improvements in her approach to children's care and learning. In addition, parent questionnaires are issued to enable them to contribute to the self-evaluation process. As a result of her last inspection and the previous actions and recommendations raised, the childminder has successfully improved her practice. For example, risk assessments for her home and outings, parental consent regarding children's welfare and links with other settings children attend in the future have been successfully obtained and enhanced. She regularly reflects on her practice as she enters into discussion with fellow childminder's and the local early year's advisor and attends further training to enhance her skills and knowledge.

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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 318548 Local authority Trafford Inspection number 819095 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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