Childminder in Trafford

Inspection date

Previous inspection date 20/05/2013 14/11/2012

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early years provision

This inspection: 1 Previous inspection: 2 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Children are extremely motivated and engage readily in new learning. The childminder is highly skilled at using every situation to maximise learning opportunities and as a result children make rapid progress in their development.  The childminder uses highly successful strategies to engage all parents in their children's learning. The partnerships with other providers are exemplary and help to support every child to achieve their full potential.  Children are happy, sociable and confident and thoroughly enjoy their time in a relaxed and stimulating home. They thrive as a result of the individual attention, support and encouragement they receive from the childminder.  The childminder's excellent knowledge of each child's development and the Statutory Framework for the Early Years Foundation Stage enables her to meet their individual needs exceptionally well.  Rigorous systems for reflecting on practice, involving parents and children, identify

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This provision is outstanding

priorities for continued improvement. The childminder actively seeks advice and support from external professionals to set targets and focus improvement plans.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 children's activities in the main lounge and basement playroom.

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Inspection activities

 The inspector held discussions with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at various documents including a sample of policies and procedures, planning, observation and assessment systems and children's individual learning records.

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Inspection activities

 The inspector took account of the views of parents from written statements and questionnaires.

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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 husband and one child aged five years 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 various playgroups in the local area every week. She visits the local shops and park on a regular basis. The childminder takes and collects children from the local school.

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Information about the setting

There are currently four children on roll, all of whom are in the early years age group. She cares for children all year round from 7.30am to 6pm Monday to Thursday except for family holidays. The childminder is a member of the Professional Association for Childcare and Early Years.

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

 continue to enhance opportunities for children to extend their imaginative skills outdoors by providing them with additional open-ended resources, such as lengths of fabric, large cardboard boxes, string and pegs to create shelters and dens.

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who attend

Children have access to a well-resourced, safe and highly stimulating environment, both indoors and outdoors. This effectively supports their individual learning across all areas and as a result they make rapid progress in relation to their starting points. There is an extremely sharp focus on helping children to acquire communication and language skills and supporting their physical, personal, social and emotional development which provides children with the skills, abilities and attitudes to prepare them exceptionally well for the next stage in their learning and school. Children initiate their own learning through exploration and investigation and the childminder uses her skills, experience and knowledge to successfully extend their learning and development. Highly impressive support is offered to promote children's communication and language skills. The childminder consistently talks to children during their play and daily routines and makes

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who attend

the most of every opportunity to extend their vocabulary and challenge their thinking. She is highly skilled at 'tuning in' to children's vocalisations and the personal words they use and as a result children are very confident to try new words and build sentences.

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who attend

Children who speak English as an additional language are exceptionally well supported by the childminder who models single words and simple phrases and names objects to develop their English vocabulary. The childminder values children's non-verbal communications and is able to further support their development because she learns and uses key words in their home language. This has a significant impact on children's communication and language skills and in addition promotes their self-esteem and sense of belonging. Children enjoy role-play, participate happily in music and movement sessions and enjoy action songs and rhymes. This also effectively supports their physical development. For example, they find their own space and excitedly jump up and down and hop like bunnies. Children develop their large muscle control as they ride wheeled toys, compete in running races and have regular opportunities to use large climbing

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who attend

equipment at the nearby park. Children pretend to swim in the ball pool indoors, using their arms and legs and develop their balance and coordination skills as they climb in and out. The childminder provides children with a wealth of experiences to develop their small muscle control and manipulative skills. For example, children push buttons on toys, squeeze, roll and press dough and use scissors. They access a wide range of construction materials that fit together in different ways which enables them to refine their skills as they twist, turn and slot the pieces together.

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who attend

The childminder provides children with new and unusual resources to explore, linked to their individual interests, and consequently children are deeply involved in their learning and play. For example, children are fascinated as they investigate the array of assorted heuristic play materials, such as tubes, beads, bangles, corks, tins and silk scarves. The childminder recognises the importance of providing children with lots of opportunities to develop their imaginative skills through the use of open-ended and flexible resources. She identifies this as an area for development, particularly in relation to the outdoor environment, in order to build on the already outstanding provision. Children explore using all their senses outdoors as they learn through first-hand experiences about the seasons and weather. They thoroughly enjoy the experience of planting and growing and explore underground creatures as they dig in the garden. Children's learning is further enhanced

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who attend

as they observe caterpillars changing into butterflies and read stories about ladybirds.

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who attend

Comprehensive observations, assessments and photographs are included in children's records of development. These effectively monitor children's progress in relation to their starting points. The childminder plans appropriate activities and experiences based on her knowledge of what children can do and their individual interests, which ensures all children are included and consistently make rapid progress in their learning. Parents are fully involved and included in their children's learning. They are able to access their children's learning records at any time. The childminder provides parents with opportunities to share significant experiences, interests and observations of their children's learning and achievements at home. Parents are kept fully informed of their children's progress, through regular daily conversations and written termly summaries of their children's learning. A wealth of information is distributed continually, keeping parents

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who attend

informed about the Statutory Framework for the Early Years Foundation Stage and suggesting how they can support their children's learning at home. These highly successful strategies and exceptionally effective shared learning with other providers has a significant impact on meeting the needs of all children exceptionally well.

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who attend

Children happily participate in activities, which cover all the areas of learning and help develop their understanding of sustainability, the natural world and future life-skills. For example, the childminder teaches children about recycling materials, children make their own compost and they learn about ways to save water. Children socialise as they mix with others in the childminder's home, become excited as they talk about collecting older children from school and find out about local community as they walk around the local area. The childminder offers an inclusive setting where children begin to value diversity through resources and the celebration of festivals, and the childminder's positive attitude as she acknowledges and values all children and their families.

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

The childminder and children have formed a wonderful relationship that is demonstrated as children move independently around the stimulating environment. The childminder takes the time to get to know children and their families well and children are self-assured and secure in the knowledge they are valued and respected. Consequently, this promotes their self-esteem, which builds their confidence in exploring and trying new challenges. Children move purposefully around the environment and engage in a balance of child initiated and adult led activities. Children initiate their own learning as they choose what they want to play with demonstrating eagerness and curiosity in exploring the wide range of exciting, and challenging resources that are immensely appealing to them. The childminder has an excellent understanding of how children learn through play, recognises that each child is unique and the value of providing an environment that appeals to

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

children's interests. All areas are bright and attractive with well maintained, with easily accessible, high quality age-appropriate toys and resources. For example, children choose their favourite books from attractive wicker baskets which are located on the floor and feed the dolly 'yoghurt' they make in the exceptionally well-resourced play kitchen.

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

Young children begin to demonstrate an understanding of keeping themselves and others safe, for example, they know that they must to go downstairs on their bottom or hold on to the childminder's hand. Children further develop their awareness of caring for themselves and others as the childminder explains to children why they cannot take the pushchair into the kitchen. The childminder teaches children to ask owners first if they can stroke their dog for safety reasons and carries antibacterial hand gel in her pocket at all times for children to use afterwards. In addition, children develop an extremely good understanding of their own self-care and the importance of good health as the childminder talks to them about what they are eating and they enjoy social occasions when they sit together to eat. Young children develop their ability to manage their own care needs as they learn to use a fork to feed themselves, wipe their own hands and faces and

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

cooperate with care routines, such as nappy changing and putting on aprons. The childminder provides children with a wide range of high quality, home-made nutritious meals and snacks which are meticulously planned to ensure they are well-balanced and reflect the special dietary requirements, allergies and preferences of individual children. Children are actively involved in the preparation of food and independently choose the herbs they would like on their pasta dish. The childminder role models excellent hygiene practices, which are imitated by the children. For example, children ask to wipe their hands before they eat and after playing with dough. The childminder has high expectations of behaviour and children behave extremely well, showing consideration for equipment and each other as they begin to understand about tidying away and sharing resources. Their sense of community care and responsibility is fostered as they regularly

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

visit local places of interest and attend the nearby toddler groups.

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provision

The childminder significantly promotes children's safety and well-being through her exceptional organisation and comprehensive policies and procedures. Thorough risk assessments are carried out and clearly identify aspects of the environment that need to be checked on a regular basis. Furthermore, before children go on outings the childminder speaks to the person in charge of the establishment to ascertain its suitability and then visits the place herself to ensure that risks are minimised to fully ensure the safety of the children. The childminder has an excellent understanding of procedures that help keep children safe and has completed a safeguarding course to further strengthen her knowledge. Children are kept safe at all times. For example, there are stringent procedures for visitors in her home to ensure persons who do not have the appropriate checks do not have unsupervised access to the children. All children's documentation and

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provision

records are kept up-to-date and professionally maintained, with all the required parental consents and information in place.

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provision

Children are confident and have excellent access to the attractive, age-appropriate toys and resources. Their individual learning and care needs are promoted exceptionally well through effective monitoring and assessment. This ensures the needs of each child are met and any gaps in learning are quickly identified, so that appropriate interventions can be sought if necessary. The childminder ensures all children receive high levels of individual care and attention. Equality and diversity practices are extremely good. Each child is recognised as a unique individual as the childminder has a thorough knowledge of each child's background and family circumstances. Consequently, all children are fully included and supported.

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provision

The childminder establishes outstanding relationships with parents and other providers. There are highly effective strategies in place for sharing information about children's learning and development. For example, the childminder provides parents and the school with termly updates of children's progress. She compliments and extends children's learning at school by finding out what they are working on and planning fun activities that will further enhance their learning, such as devising a treasure hunt for children to go and find letters of the alphabet. This communication and very close link with local schools helps to make sure that the transition process is sensitively handled when the time comes for children move on to the next phase in their learning. Parents are requested to give feedback through written questionnaires and their positive responses demonstrate how happy they are with the care and learning their children receive. For example, they make

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provision

comments such as 'the childminder is dedicated and enthusiastic'; she 'provides a range of diverse activities and 'children enjoy freshly prepared meals'. They comment about her professionalism and are highly appreciative of the time the childminder takes to talk to them about their children's learning and the activities they have been doing. Parents are provided with a comprehensive range of information about the service. For example, regularly updated policies and procedures and information about how she implements the Statutory Framework for the Early Years Foundation Stage is shared. Ongoing verbal discussions, learning journals, activities and daily diary sheets provide further details of children's daily welfare and progress.

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provision

The childminder evaluates her practice, the resources and activities on a regular basis in order to maintain and promote children's care and education to a high standard. She has developed detailed action plans to target areas for improvement and consistently strives to provide the best possible care for all children. Suggestions and input from parents, children and advice from the Early Years Team from the local authority is welcomed and immediately acted on. The childminder continues to develop and update her knowledge as she accesses appropriate training courses to continually move her practice forward. As a result, ongoing development helps to promote excellent outcomes for children.

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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 action. 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 916478 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 4

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Telephone number

set out in the guidance ‘Complaints procedure: 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, which are usually the childminder’s 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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