Childminder in Trafford

Inspection date

Previous inspection date 21/05/2014 25/11/2013

p.1

early years provision

This inspection: 3 Previous inspection: 4 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

p.1

This provision requires improvement

 The childminder establishes warm, affectionate bonds with children. This results in children feeling safe, settled and secure while they are in her care.  The childminder has a sound understanding of how to promote the safety and welfare of the children in her care. She assesses the risks to the premises well and minimises these, so that children are able to learn and play in a safe environment.  The childminder makes appropriate use of the local area and amenities to support children's social skills, communication and physical development well.  The childminder communicates well with parents. Therefore, children receive consistency in their care and learning.

p.1

It is not yet good because

 Routine assessments to track children's progress in their learning and development are not yet embedded in the childminder's practice. As a result, children's next steps in learning are not always clearly identified or planned for to target their individual learning needs.  Relationships with other settings that the children attend are not fully developed, in order for both parties to work together to support children's learning and development.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection and observed play, teaching and learning opportunities inside the home.

p.2

Inspection activities

 The inspector looked at a selection of documentation, including children's information, risk assessments, certificates, policies and procedures and suitability checks.

p.2

Inspection activities

 The inspector reviewed written comments from parents and took account of their views of the service provided by the childminder.

p.2

Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner, one adult child and three children aged 10, six and three years in a house in Hale. The whole of the ground floor and the bathroom on the first floor are used for childminding. The childminder attends a toddler group and activities at the local children's centre. She visits the shops, market and park on a regular basis. She collects children from the local schools and pre-schools. There are currently four children on roll, of whom one is in the early years age group and attends for a variety of sessions. She operates all year round from 7.30am to 6.30pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

p.3

must:

 implement a robust system of assessment, in order to clearly identify children's achievements and the next steps for their learning; use this to plan and provide well-targeted activities and experiences that are tailored to individual children's needs.

p.3

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

 develop further the relationships with other early years settings that the children attend, to enable all parties to work together to support children and identify their next steps in learning.

p.3

who attend

The childminder has a satisfactory understanding of the learning and development requirements and has an intuitive understanding of how children learn through play. She builds up a knowledge of individual children through observing them in their play. As a result, she is aware of children's interests and the stage of development that they are working within. She uses guidance to support her to identify a broad overview of children's next steps in learning. However, observations are not rigorously assessed, in order to monitor precisely where children are in their development. This hinders the childminder in identifying specific next steps, in order to plan an even more stimulating and challenging environment to promote children's learning to the full. The childminder provides a range of play activities that reflect the seven areas of learning. Children learn about the world around them through conducting experiments, such as

p.3

who attend

investigating how plants draw up water using coloured water and creating exploding volcanos. Children's mathematical knowledge is developed through every day experiences, for example, looking for numbers in the outdoor environment and through playing matching games, such as dominoes. The childminder supports communication and language skills as children are encouraged to talk together during their play and share their experiences with each other. The childminder uses appropriate teaching strategies to encourage problem solving skills by giving children the time to work things out for themselves before intervening if it is needed. This supports children in developing critical thinking skills and supports their future learning.

p.4

who attend

Relationships with parents are effective as the childminder actively involves parents in children's experiences with her. Parents share information about what is happening at home and the childminder incorporates these experiences into discussions and play. The childminder writes summaries of children's learning, which shows their learning across the different areas and gives a suitable picture of a child's development. These are shared with parents, so that they are aware of their child's learning and development while in the childminder's care. Parents are very complimentary of the childminder and comment that their 'children have built up a good rapport with the childminder, she always talks us through how the children are doing and if there have been any issues or achievement that day'.

p.4

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

The childminder is responsive to the children's emotional needs and provides a calm, welcoming environment where children are happy and settled. The childminder works closely with parents to settle children in. She gathers detailed information from parents about children's care needs, routines, interests and what they can do. This supports children to separate confidently from their parents and there is a happy, smooth transition between home and her care. Children demonstrate their security as they readily interact with the childminder, recall shared events and involve her in their play. There is a suitable range of resources and the childminder sets out a variety of learning opportunities and resources for the children. Children also have independent access to age-appropriate resources. This means that they can make some decisions about what to play with. This develops their growing independence, which helps them in gaining skills needed to

p.4

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

Children behave well because the childminder takes a consistent approach in her expectations. She rewards good behaviour and explains to children why certain behaviour is inappropriate. Children happily share and are praised for doing so. The childminder supports children to socialise with other children by attending some sessions at her local toddler group as well as a regular music class. As a result, children are gaining skills, which will support them in the transition to school. Children learn about keeping themselves safe as the childminder reinforces how to use equipment, such as scissors safely. The childminder teaches children how to cross roads safely and how to look for immediate dangers, for example, pointing out potential hazards while on walks. As a result, children are learning how to keep themselves protected from harm.

p.4

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

The childminder understands the importance of fresh air and regular exercise to promote children's healthy growth and physical development. The childminder does not use her garden and instead takes children on daily walks. They visit a variety of places, including the local parks and different places in the environment, such as the market and play area. She encourages children to develop a positive attitude to exercise by using different equipment and taking resources with her to the park, such as footballs. Parents reiterate that 'the childminder ensures she takes the children outside to give them fresh air and exercise'. Hygiene procedures, such as regular hand washing, are promoted at all times and she provides healthy snacks and meals for children.

p.5

provision

Children are safeguarded well as the childminder demonstrates a sound understanding of the safeguarding and welfare requirements. All adults living on the premises have undergone suitability checks, in order to protect children. She is familiar with child protection procedures that help to keep children safe. Since her last inspection, the childminder has enhanced her understanding of risk assessments and documentation needed to support her in promoting children's safety. She completes risk assessments to make sure hazards to children are minimised and ensures children are supervised at all times. All statutory documentation, such as accident and medication records and a daily register are in place, which promotes children's welfare. Suitable policies and procedures help ensure that parents also understand the duty of the childminder to protect children. Consequently, children are kept safe.

p.5

provision

The childminder has worked hard to address the actions and recommendations raised at the last inspection and following the recent monitoring visit. However, some areas, such as implementing an effective system of targeting children's next steps in learning are still developing. However, the childminder demonstrates a suitable capacity to maintain continuous improvement. The childminder understands the purpose of self-evaluation and consults with parents informally about the quality of the setting. She has taken initial steps to evaluate the strengths of her childminding and areas for future development that will enable her to further promote outcomes for children. The childminder is currently undertaking a level 3 qualification in childcare. She regularly reflects upon the activities that she provides for children and adapts activities accordingly, to support their interests and learning needs. She has identified some areas where she would like further help to

p.5

provision

improve practice. The childminder is able to broadly describe the next steps for children's learning, as well as how she intends to help to children meet these. However, robust tracking of children's progress is not yet embedded to support the monitoring of children's achievements. The childminder has identified this as an area for her future development.

p.5

provision

Parents share relevant information about their children's needs, likes and routines when they start at the childminder's setting. This supports continuity of care and enables the childminder to create a homely environment for the children in which they settle quickly. Parents are very complimentary about the childminder and comment that their 'children are very happy with the care and attention they get at the childminders'. The childminder talks to parents about the children's day and the activities they have been involved in and shares the children's learning log with them. As a result, parents are aware of some of their child's learning and development progress. The childminder has some links with the local school, however, partnerships between the childminder and the early years setting that children attend are not fully established, in order to fully support children in their development and learning.

p.5

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

p.6

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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

p.7

Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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.

p.7

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.

p.8

Setting details

Unique reference number EY462352 Local authority Trafford Inspection number 963562 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10