Childminder, Out-of school day care in Trafford

Inspection date

Previous inspection date 10/07/2013 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

 The childminder provides a variety of interesting play activities, which focus children's attention and encourages them to acquire new skills. Consequently, children make good progress.  The childminder develops warm, caring relationships with the children, who she knows very well. Therefore, children demonstrate they feel a sense of belonging.  The childminder gathers a wide range of information about each child. She uses this to ensure that their needs are met and they are comfortable in her home. Children are, therefore, settled and eager to play and explore. This supports them in developing positive attitudes to learning and means that they are well prepared for school.  The childminder liaises closely with parents to settle children, which helps them to feel at home. She regularly exchanges information about children's experiences to create a positive partnership.

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It is not yet outstanding because

 Partnership working with other early years providers is not yet fully embedded to share information about children's learning to complement and support their future development.  There is scope to enhance children's exploration skills by offering a wider range of natural materials.

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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 the childminder and children as they participated in play activities.  The inspector viewed all of the childminder's documentation.  The inspector talked with the childminder throughout the inspection as appropriate.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and one child aged four years in a house in the Stretford area of Manchester. The whole of the ground floor, the bathroom on the first floor and the rear garden are used for childminding.

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Information about the setting

The childminder attends activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools. There are currently three children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder cares for children with special educational needs and/or disabilities. She operates all year round from 7.30am 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:

 strengthen partnerships with other early years providers in order to complement and support children's individual developmental needs

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

 develop a wider range of natural materials and resources, in order to extend sensory experiences to enable children to explore a range of textures.

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who attend

The childminder meets children's needs very well. She provides some interesting and challenging experiences for children across all areas of learning. She engages with children by offering them choices and enabling them to follow up their own interests. For example, children are engrossed in collecting the cherries which have fallen from the tree. The childminder knows the children very well, based on information from their parents and her careful observations of them. She gathers initial information from parents around all areas of learning and uses this information to provide activities, which meet children's individual needs very well. For example, children particularly enjoy singing 'Wind the bobbin up' and the childminder makes and provides them with props to support the singing. She carries out regular assessments of children's development and uses these to ensure children are making good progress. The childminder keeps parents well informed about their children's

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who attend

activities and progress through regular discussions. Children are developing an understanding of the world as they enjoy planting carrots and tomatoes outside, which introduces children to nature, encourages healthy eating and gives them practical experience of the passage of time required for things to grow. However, children have fewer opportunities to explore natural materials through everyday play. Children's communication and language skills are fostered very well through everyday activities. For example, while the children are playing in the garden they discuss how the plants feel and the children set up a shop in the outdoor tent and the childminder takes on the role of shopkeeper, introducing new vocabulary as they play. The childminder also uses words in different languages for children who have another culture within their family. Children thoroughly enjoy sharing stories as they go inside to bring books out into

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who attend

the garden, and then make animal noises based on the animals they can see. This helps children develop an interest in books and awareness that print carries meaning. All of this contributes to helping to develop the children's skills in readiness for the next stage in their learning, such as school, when the time comes.

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who attend

Children are developing their physical skills because the childminder takes them to 'Wheelers' sessions where children of all ages can ride bikes in a large space. Children with special educational needs and/or disabilities are particularly well supported because the childminder works very closely with parents, external agencies and professionals to ensure they receive the appropriate intervention and support they need. She understands how the individual children learn differently and supports their own learning styles. Therefore, all children are progressing well towards the early learning goals and some are exceeding their current age bands.

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

Positive relationships between the childminder and parents enable children to settle in the childminding environment. Consequently, children feel happy and safe in their surroundings and are, therefore, confident in their play. All children and their families are welcomed into the childminding environment and the childminder knows each child well and makes sure they receive individual attention. This helps children develop secure attachments with the childminder. She carefully plans the transition from home to the childminding setting through introductory visits where both children and parents become comfortable and confident in her abilities.

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

Children are learning how to behave well and regular praise and encouragement from the childminder develops children's self-esteem and sense of achievement. She is a good role model and encourages children to share and take turns and they are beginning to understand how their behaviour can have an impact on others. This is developed further by attending toddler groups so that the childminder can support less confident children to play alongside others in larger groups. These skills prepare children well for the next stage in their learning.

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

The childminder promotes children's good health and self-care through routines. For example, children can access the outdoor environment on a continuous basis, therefore, have regular access to fresh air and exercise. Children are offered a range of nutritional meals, which take into account their preferences, therefore, promoting a healthy lifestyle. The childminder consistently reinforces good hygiene procedures, such as hand washing. As a result, children know they need to wash their hands before snack and meals and they are beginning to learn how they can keep themselves healthy.

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

Children are beginning to develop an awareness of how they can keep themselves safe as they are reminded of the expectations of the setting. They are encouraged to tidy up and understand the need to put things away before getting other resources out. This means that children can move safely around the setting. Children can self-select from a good range of resources that are readily accessible to promote their independence.

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provision

Children's welfare is safeguarded because the childminder has good understanding of child protection procedures. Relevant documentation is in place, which contributes to the safe and efficient management of the setting. Children are cared for in a safe and secure environment. The childminder carries out regular risk assessments of the home and there are good safety measures in place. This means children can play and explore safely.

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provision

Close collaboration with the local authority and effective networking with a wide range of professionals ensure that children with special educational needs and/or disabilities receive the support they need to make good progress. However, partnerships with other early years providers are less well established to share information about children's stages of development, in order to support their future learning. Partnerships with parents are effective in ensuring children's welfare and learning needs are met. 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 is committed to attending training to develop her knowledge and identify improvements to her practice. She has attended 'Early phonics-letters and sounds' and 'Early intervention-the two year check'. She has used information gathered on the training to develop her practice. For example, she is developing procedures to get to know the wider family of the child better so that she is able to understand the children she cares for better. The childminder attends the local authority network meetings where she discusses practice with other childminders in order to share good practice. The childminder demonstrates a positive approach to self-evaluation. She has completed the Ofsted written self-evaluation form which clearly identifies areas for improvement, therefore, the childminder demonstrates a strong capacity to improve.

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provision

The childminder demonstrates a secure understanding of the learning and development requirements of 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. The childminder checks children's progress monthly to enable her to identify the areas to focus future activities.

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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 EY457343 Local authority Trafford Inspection number 901180 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 ‘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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