Childminder in Trafford

Inspection date

Previous inspection date 04/08/2014 08/03/2010

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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 has good partnerships with parents and shares information about activities and her current planning. This means that parents are able to support and extend their children's learning at home.  The childminder makes accurate evaluations of her provision and has clear plans in place to raise her standards further. Therefore, she demonstrates a good capacity for continuous improvement.  The childminder has a clear understanding of the developmental stages of each child and her interaction promotes children's learning effectively through their play.  The childminder has a secure understanding about her role in protecting children and extends her knowledge through regular training. This allows the childminder to take appropriate action should she become concerned about a child in her care.

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It is not yet outstanding because

 All opportunities for children to become aware of differences between themselves and others have not been fully explored.  There is scope for children to be even more independent. For example, by helping to prepare their own snacks.

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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 activities and interaction between the childminder and children during play.

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Inspection activities

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

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Inspection activities

 The inspector looked at documents relating to the Early Years Foundation Stage provided by the childminder, including children's assessment records.  The inspector carried out a joint observation with the childminder.

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Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and two children aged seven and 11 years, in a house in the Timperley area of Altrincham. The whole of the ground floor, upstairs bathroom and the rear garden are used for childminding. The family has one cat as a pet. The childminder attends toddler groups and 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 seven children on roll, three of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7.45am to 6.15pm, Monday to Friday, except bank holidays and family holidays. She 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:

 use all possible opportunities within the routine to allow children to have as much independence as possible, for example, by allowing them to help prepare snacks

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

 extend the range of opportunities and resources available to children to support them in understanding about cultural differences and disabilities in order to support their understanding of the world.

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who attend

Children have an individual learning journey record on-line that details their starting points, ongoing progress and next steps in their learning. The childminder uses this information and plans activities that target specific ways to enhance children's learning through play. Consequently, children are making good progress in all areas of their development. The childminder supports the observations she makes with photographs of the children at play. She communicates with parents daily, providing verbal feedback on their children's learning and achievements. Parents can also log in to the on-line system and see their children's progress at any point, which enables them to continue the learning at the home.

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who attend

The childminder has good teaching skills. She encourages children's language development and communication skills very well by initiating lots of conversations with them. As they play, she describes what they are doing using a wide vocabulary, naming colours and objects. Children respond really well and they talk together, further enhancing their language skills. For example, while they dig for bugs in the garden, they talk about the bugs moving slowly and describe their features. This also supports children's mathematical awareness. The childminder supports children in their understanding of the natural world as they observe caterpillars each day until they transform into butterflies. While children have many opportunities to develop their understanding of the world around them, there are fewer opportunities for them to learn about similarities and differences within culture and disability. Therefore, there is scope to extend children's

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who attend

Children make good progress in their personal, social and emotional development. They learn how to take care of other living things as they regularly visit horses at the local stables. Children play outdoors regularly and have opportunities to develop their physical skills. For example, they enjoy playing ball, developing their skills in throwing and catching. Children enhance their skills in investigation and exploration as they explore different coloured rice. The childminder talks to them about what the rice feels like and sounds like to extend their ideas. Children enjoy their time in the childminder's care and the good range of activities offered, supports them to develop the key skills needed to prepare them for their next stage of learning.

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

Children's emotional well-being is supported because the transition between home and the setting is well planned and organised. Children benefit from secure attachments with the childminder. The caring, supportive and nurturing environment ensures all children feel valued, safe and secure. Consequently, children demonstrate a strong sense of belonging as they move purposefully around the childminder's home, making informed choices about how and where they spend their time. The childminder discusses care needs and routines fully with parents prior to admission. As a result, children settle quickly and benefit from consistent care that meets their individual needs. This supports children to be emotionally well prepared for their next stage in learning.

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

The childminder provides children with clear and consistent messages to develop their understanding of acceptable behaviour. She talks with children to help them learn to play together well and understand the feelings of others. Children are developing independence as they put on their own shoes and choose where and how they want to play. However, there are opportunities to extend this further by using all aspects of the routine. For example, older children are capable of preparing their own snacks but not encouraged to do this. The childminder gives children good explanations to support them in being able to keep themselves safe. For example, when children walk around with fruit in their mouths, she asks them to sit down at the table.

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

The childminder provides healthy snacks and meals for children. Various discussions help to raise their awareness of which foods are good and not so good to eat. Children grow tomatoes and strawberries, and the conversations undertaken as part of this process support them to understand about healthy lifestyles. The childminder is aware of children's individual needs and puts measures in place to support them effectively. For example, some children do not like cleaning their teeth at home, therefore, the childminder has introduced opportunities for children to clean their teeth within her setting. The childminder promotes good hygiene because she encourages children to wash their hands before eating any food. The free access between the indoor and outdoor environment means children have regular access to fresh air and exercise.

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provision

The childminder has a good understanding of child protection issues and children's safety is given high priority. She attends safeguarding training and this ensures she is knowledgeable about current policies and procedures. She demonstrates a clear understanding of her responsibilities to keep children safe and the reporting procedure to follow, should she have any concerns about a child in her care. Therefore, should a concern arise, the childminder is able to act swiftly. Visitors are checked and asked to sign in. The childminder has written daily checks in place, which support her in minimising the risks for children. She has also put in place a number of safety measures. For example, stair gates stop younger children climbing the stairs and drawer locks prevent them from opening drawers.

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provision

Since the last inspection, the childminder has made good progress to build on her service. She evaluates her practice more thoroughly and actively seeks advice from the local authority. She has developed the system for observation, assessment and planning so she can see at a glance where children's weakest areas are. This enables her to focus the activities she plans in the areas where children need most support. The childminder keeps her practice up-to-date by reading through the guidance booklets and researching on the internet. This has supported her knowledge and understanding in making improvements. For example, she introduced a range of sensory activities to support children's investigation and exploration skills, such as soapy foam and jelly.

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provision

Parents are very pleased with the care and education their children receive. They describe how much their children have progressed since being in the childminder's care, particularly in communication and social skills. This demonstrates good partnership arrangements enabling a consistent approach to supporting learning and development. The childminder collects children from the local school and has built good relationships with them. This means that all adults currently involved in children's education are able to contribute positively to individual children's learning and development. The childminder uses the information about the children's day to continue the learning at home. For example, when children learn about people who help us at school, the childminder extends this by arranging for a firefighter to visit and talk to the 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 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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 EY385022 Local authority Trafford Inspection number 821660 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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