Childminder in Salford

Inspection date

Previous inspection date 02/10/2013 Not Applicable

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children's emotional security is addressed effectively, beginning with a well-planned settling-in procedure, so that children are happy and settled.  The childminder observes children at play and knows what activities they enjoy. As a result, children are provided with activities which interest them.  The childminder has a clear understanding of the importance of providing children with a safe environment to play in and has carried out effective risk assessments.

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It is not yet good because

 Resources are not always sufficiently challenging in order to fully extend children's learning.  Children are not always have access to snacks and lunches that provide them with the essential nutrients needed for their healthy development.  The childminder does not make full use of routine activities to enhance children's language and communication skills and develop their independence and self-help skills.

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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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Inspection activities

 The inspector observed activities in the main playroom.

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Inspection activities

 The inspector spoke with the childminder and one assistant at appropriate times throughout the visit.

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Inspection activities

 The inspector looked at the childminder's written documentation, policies and procedures and the children's records.

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Inspection activities

 The inspector walked with the children to the local play area and observed them while playing.  The inspector spoke with one parent on the day of the inspection.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and works with two assistants. She lives with her husband and three children aged 12, five and 17 months in a second floor flat in the Broughton Park area of Salford.

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Information about the setting

The childminder currently has eight children on roll that attend for a variety of sessions. The children have access to a large front room which is used as the playroom plus a bathroom and a communal area outside. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park in her local community on a regular basis. The childminder operates all year round from 8.45am to 4.15pm, Monday to Friday, except bank holidays and family holidays.

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must:

 review the resources provided in order to ensure that they deliver sufficient challenge to fully extend children's learning.

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

 develop further opportunities during mealtimes for children to develop their language and communication skills through encouraging positive interaction between adults and children

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

 encourage children to further develop their independence, for example, by providing them with opportunities to hang their own coats up and wash their own hands

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

 work in partnership with parents to review the snacks and lunches provided in order that children receive a balanced and healthy diet.

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who attend

The childminder has a suitable understanding of each child's stage of development and how she can support and encourage it. She records children's starting points upon induction to the setting which she uses as a baseline for assessing children's development. The childminder carries out regular observations, using various techniques, such as photographs and short recordings on post-it notes, which are included in each child's learning book. The childminder reviews her observations weekly to ensure that children are provided with activities that interest them and tracks their progress to identify any gaps in learning. As a result, children are making suitable progress within their learning.

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who attend

The childminder provides children with an adequate range of resources which encourage their all-round development. For example, in the role play area children can pretend to go shopping while other children play with cars, watching them roll down the ramp. Children are able to choose some resources themselves as they are available in low-level storage containers, enabling children to become independent learners. However, some of the resources, including the books provided, are not sufficiently varied in terms of their level of difficulty in order to ensure that children are consistently challenged in their learning. Children have some opportunities to learn about and become familiar with cultures different to theirs, as the childminder provides them with resources which promote people's differences in a positive way.

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who attend

Prior to starting the childminder meets with each child's parents to discuss what each child likes to play with and what interests them. The childminder then uses this information to ensure that the toys and resources available when they start are linked to their likes and interests, which helps them settle. The childminder completes a daily diary for each child informing parents of what activities their child has enjoyed that day. Parents are encouraged to look at their child's development record and make comments about what they have done at the weekend in order to inform the childminder's planning. The childminder has completed the progress check at age two for one child, drawing specific attention to the child's achievements around the prime areas of learning. The childminder discusses the report with children's parents and gives them their own copy to share with their health visitor. As a result, parents are kept informed of their child's development

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who attend

which they can additionally support at home.

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who attend

The majority of children attending the setting speak Yiddish as their first language. The childminder and her assistants also speak Yiddish and are, therefore, able to communicate with children in their home language. The children also receive opportunities to learn and understand English as the childminder and one assistant also speak English. As a result, children are learning to understand and speak English while at the same time having their home language respected. However, opportunities to further extend children's language development during routine activities, specifically mealtimes, are not always fully developed. This is because music is put on for the children to listen to which affects the opportunities for children and adults to interact with each other.

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who attend

The childminder provides tools to enable children to make marks. For example, children take with them large chalks to use on the ground when they go outside. As a result, children are able to practise their pre-writing skills. The childminder provides the children with experiences that help to develop their awareness of their senses and which also encourage curiosity. For example, children explore different textured materials including rice and enjoy touching a bath filled with bubbles, clapping their hands and watching the bubbles float away. Children use the large space in the local park to run around and touch the flowers and trees. As a result, children are developing their senses through texture, colour and space as well as an understanding of the world. The childminder also provides children with equipment that they can use to weigh and pour, developing their awareness of shape and measure.

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who attend

Children confidently choose resources that they want to play with, sometimes playing alongside their peers cooperatively. Children show self-confidence as they tell the childminder they need to use the bathroom or ask for their bottle of water to drink. Children also help the childminder set up the chairs for song time showing that an awareness of their routines. As a result of the activities provided, the children are developing the necessary skills needed for when they start school.

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

The childminder provides children with a settling-in period which meets their individual needs. Parents are encouraged to bring their child to the setting over a two week period, stay with their child initially and then gradually leave them unaccompanied. As a result, children are happy and confident to stay alone, settling-in quickly. Children new to the setting who are upset are given extra reassurance. For example, when a child shows a clear attachment to one of the assistants, the assistant recognises this and responds by staying close to the child, looking at a book and singing songs. Parents complete a pack when their child first starts which outlines their child's care needs. The childminder uses this information to ensure that both herself and her assistants are able to provide a consistent approach to caring for each child.

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

The majority of children display good behaviour. The childminder has knowledge of age- appropriate behaviours and is aware that some of the younger children have started biting. This has been discussed with the parents involved and an appropriate action plan for supporting the children is in place. For example, through observations, the childminder has identified that some children bite when they become frustrated. The childminder has discussed the behaviour with her assistants and has implemented appropriate strategies, including distraction techniques, when needed. Children are provided with opportunities to manage their own risks. For example, on the way to the park children are given the choice whether to walk down the stairs or go in the lift. Children who walk down the stairs are encouraged to either hold the hand rail or hold the childminder's hand. As a result, children are beginning to learn how to use stairs safely. However, opportunities for

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

children to develop their self-help skills are not always fully promoted. For example, adults wash the children's hands before snack time and hang their coats up when they come in from the outside.

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

Children have access to the outdoors daily where they have the chance to run around freely and use large equipment at the park. While outside children hide behind trees and run from one tree to another, enjoying the space available to them. The childminder talks to children about what will happen when they go to school, and they read stories about a child's first day at school. As a result, children are starting to develop an understanding of school life and what is expected of them. Parents provide their child with snacks and lunch while at the setting. However, the childminder has not fully considered how she can work in partnership with parents to ensure that the food provided is always as healthy and nutritious as possible.

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provision

The childminder has a clear understanding of the importance of safeguarding children. She attends training courses in relation to safeguarding and feeds information gained back to her assistants. This ensures that they all have a sound understanding of the signs and symptoms of abuse and what procedure to follow if they have a concern about a child in their care. There is a rigorous recruitment procedure in place which ensures that all assistants are suitable to work with children. Risk assessments of the childminder's home and outdoor area are undertaken daily to ensure that the environment is safe for children to use. The childminder completes an annual risk assessment of all areas used which is recorded and reviewed regularly. The childminder ensures that children walk to the park safely by using double buggies while more able children are capable to walk holding onto a buggy.

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provision

The childminder is aware of areas that she would like to develop further and ensures that parents are involved in the process. For example, through recent discussion with parents the childminder was informed that a child particularly enjoyed playing with cars and a garage. The childminder had also noticed the child's interest in moving cars up and down the ramp and, therefore, in order to develop the child's interest further, she purchased a large toy crane. This has enabled the child to attach cars to the crane, which supports his interest in moving objects.

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provision

Speaking with parents regularly enables the childminder to exchange information. The childminder makes herself available to parents at drop off and collection times which ensures there are consistent lines of communication. The childminder provides parents with regular photographs of their child enjoying activities. One parent spoken to stated that she was regularly kept informed of her child's progress and that her child loved attending the setting. The childminder has all the correct documentation in place, for example, children's details. She also has policies and procedures for her setting which parents are asked to look through ensuring that they know how the childminder works as well as knowing the procedures to follow if, for example, they wished to make a complaint.

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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 EY461540 Local authority Salford Inspection number 914337 Type of provision Childminder Registration category Childminder Age range of children 0 - 5 Total number of places 8 Number of children on roll 8

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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

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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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