Childminder in Trafford

Inspection date

Previous inspection date 18/01/2013 10/09/2008

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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

 The childminder gives high priority to children's safety and effective practices allow children to learn how to keep themselves safe.  Children develop secure relationships with the childminder and her assistant, turning to them for comfort and support when tired or upset.  The childminder makes accurate assessments of children's progress and clearly supports their identified next steps in learning through planned opportunities.  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 and language skills.

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It is not yet outstanding because

 The childminder has not considered ways of establishing links with the early years setting that children attend in order to complement their learning.  The childminder does not provide enough opportunities for parents to share observations of the children from home in order to further enhance their learning.

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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 completed a tour of the premises on arrival and observed activities in the designated play room.

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Inspection activities

 The inspector discussed aspects of the childminder's practice with her at appropriate times during the inspection.

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Inspection activities

 The inspector viewed all relevant documentation provided including, the children's observation and assessment records.

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Inspection activities

 The views of parents' and children outlined in the references provided were taken into account on the day of the inspection.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children both of adult age in a house in Sale, Cheshire. Her daughter is employed as her full-time assistant. The whole of the ground floor and the rear garden are used for childminding. The family has a pet dog.

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Information about the setting

The childminder visits the shops and local parks on a regular basis and collects children from the local schools. There are currently 14 children on roll, of whom eight are in the early years age group and attend for a variety of sessions. She operates all year round from 7.15am to 6pm, Monday to Friday, except bank holidays and family holidays. She 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:

 consider ways of establishing links with other early years providers to share information about children's learning and development at their setting so that the support offered matches each child's individual needs

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

 increase opportunities for parents to share their observations of the children from home and use this information in order to enhance their learning.

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who attend

The childminder delivers a wide range of activities to promote all areas of learning, concentrating particularly on the prime areas for young children. The childminder and her assistant positively interact to support the children in their play and care. They enter into discussion with children about what they do and how things work to further promote their interest and enjoyment. Children begin to act on instructions during tidy up times as they return the crayons to the box. Children respond positively to the childminder through pointing to items and making gestures as they express themselves and develop new vocabulary. The childminder consistently repeats words during activities, such as 'red, green and blue' when children use crayons for mark making and sort and match building bricks according to colour. This effectively promotes children's communication and language skills as they make attempts and successfully repeat the words modelled by the

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who attend

There is a positive balance of adult-led activities and child-initiated play. The childminder allows time for children to play freely and they take control by accessing the interactive resources she sets out. Children remain extremely focused as they add the balls to the resources and watch in anticipation and excitement as the balls fall to the bottom or are rejected, giggling or squealing with pleasure. She intervenes to explain one of the balls is 'too big' and children begin to solve problems by finding a smaller ball. The childminder praises their achievements, which proves to effectively encourage them to continue, and positively impacts on the development of their self-esteem. Children explore the interactive resources by pressing buttons to reveal flashing lights and sounds, therefore introducing them to basic technology from a young age.

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who attend

The childminder plans activities, which are approached flexibly and take into account more structured activities for older children in preparation for transitions to other settings. Opportunities to celebrate times of the year, promote children's creativity and understanding of the wider world are planned for. The childminder frequently takes children to the local park where they have opportunities to run around and as a result, their large muscle skills are improving. Young children are supported well when developing their skills for walking. They are encouraged to walk to and from the childminder and her assistant, therefore promoting their balance and coordination effectively. The childminder is aware of children's identified needs and works closely with the parents who share information from outside agencies involved in the children's life. Consequently, children benefit from this shared approach to their learning and gaps in their learning are being

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who attend

addressed. Parents contribute initially by sharing children's developmental starting points, therefore providing a baseline to monitor ongoing progress. The childminder observes children regularly and very effectively records accurate assessments of their development, which contribute to the individual progress check at the age of two years. Children's learning journals are sent home periodically. However, opportunities for parents to contribute by sharing observations of their children from home are not fully explored to further enhance their learning.

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who attend

The childminder consistently provides opportunities for children to choose from interesting resources. She sets out a broad selection of books, which sustain children's interest. They sit down, turn the pages and take interest in the images they see, and count up to three or beyond. Children share the books with the childminder and together they point to and name the pictures, repeating words the childminder models, such as, duck, dog, cat and cow. Consequently, this positively supports the development of their language and communication skills.

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

Children develop secure relationships with the childminder and her assistant. They work closely with individual children and their parents during their gradual induction to enable them 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 positive deployment of resources within the spacious play room enables children to make choices and access some play materials independently, enabling them to become active in their learning. The childminder effectively manages children's behaviour using positive techniques. She intervenes, reassures them and re-directs children's attention, which means minor conflict is quickly diffused. As a result, children learn to play cooperatively and share resources, therefore, supporting the development of positive relationships. Children's awareness of health and safety is promoted through the daily routine,

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

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 from the posters on display. Young children are encouraged to clean their hands with wipes before meals, further supporting their self- care skills from a young age. Children engage in daily opportunities to play outside in the fresh air either in the garden or by visiting the local parks, which contributes to a healthy lifestyle. Children show that they feel safe and secure in the setting as they investigate and explore their surroundings knowing that the childminder or her assistant is close by. They turn to adults for comfort and a hug when frustrated or tired and sleep soundly as part of their routine. The childminder provides positive opportunities for children to learn how to stay safe, which includes, practising emergency evacuation regularly. Children are

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

appropriately prepared for their next stage in their learning because the childminder encourages their independence and self-care. In addition, they positively interact with other children in the childminder's home. This means that children develop confidence in social situations, which prepares them for moving on to school and other settings.

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provision

The childminder and her assistant have a clear understanding of their responsibilities in meeting the Safeguarding and Welfare Requirements in the Statutory Framework for the Early Years Foundation Stage. They outline the signs of abuse and the procedures for reporting concerns to ensure children remain protected. In addition, the detailed risk assessments, and the use of safety equipment, effectively minimise risks to children. They have a clear knowledge and understanding of the Learning and Development Requirements in the Statutory Framework for the Early Years Foundation Stage. Children consistently make positive progress towards the early learning goals because the childminder plans and provides activities to extend their learning and incorporate their individual interests. She effectively uses the Development Matters in the Early Years Foundation Stage guidance, in order to help her assess children's development more

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provision

precisely and plan experiences to further challenge their learning. The childminder has written policies which she shares with parents to ensure they are informed about her procedures and they receive detailed information about her responsibility to protect children at all times.

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provision

The childminder has not yet established links with the other setting that children attend in order to support and complement their learning. Partnerships with parents are effective in ensuring children's welfare needs are met. They receive copies of the childminder's policies, and monthly newsletters, 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.

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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. She is committed to attending additional training to support improvements to her practice. Since her last inspection, she has completed training in food hygiene and health and safety. Following the action and recommendations raised at her previous inspection, she has successfully improved her practice. For example, her knowledge of the procedures for dealing with allegations of abuse and complaints are underpinned by detailed policies and associated record forms, which are now in place. Observations and assessments are precise and paediatric first aid training has been completed. She regularly reflects on her practice during discussions with her assistant, fellow childminders, as well as completing the Ofsted self-evaluation form. The references that parents and children provide contribute to the

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provision

self-evaluation process, as a result their views are valued and support improvements in practice. For example, the introduction of the monthly newsletter to inform parents of practice and events. Parents and older children are complimentary about the care provided and say they are happy with the care the childminder and her assistant provide, children are well looked after, safe and enjoy their time at the childminder's house. They refer to the childminder as 'brilliant' and state she goes out of her way to make children feel happy and safe'. One of the older children provides a written reference, which describes the childminder as the 'best childminder ever'. This enables them to leave their children in confidence and feel reassured that they are being well cared for.

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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 EY370344 Local authority Trafford Inspection number 821245 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 8 Number of children on roll 14

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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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