Childminder in Salford

Inspection date

Previous inspection date 08/08/2014 30/06/2009

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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 quality of teaching is good because the childminder provides a wide range of stimulating and challenging activities and effectively supports children to make good progress in all areas of their learning and development.  The childminder meets the individual needs of the children. Therefore, children benefit from having secure attachments, which promotes their emotional well-being.  Partnerships with parents are good. This enables the childminder and parents to share purposeful information, which effectively supports children's development at the setting and at home.  The childminder promotes the health and safety of children very well and has a good understanding of his responsibilities to safeguard children.

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It is not yet outstanding because

 Planned activities are occasionally over adult-led at times, as the childminder sometimes intervenes too quickly. This can reduce the opportunities children have to problem solve for themselves.

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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 had a tour of the premises used for childminding.

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Inspection activities

 The inspector observed children's play and the childminder's interactions both indoors and outdoors.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection and discussed the learning that was taking place.

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Inspection activities

 The inspector looked through children's observation and assessment records, checked evidence of the suitability of the childminder, discussed self-evaluation process and reviewed a selection of records and policies.

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Inspection activities

 The inspector took into account the views of parents recorded in the childminder's own parent survey and children spoken to on the day.

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Information about the setting

The childminder was registered in 2007 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. He lives with his wife, who is also a registered childminder at the same premises, son and grandson. They live in a house in Salford, Greater Manchester. The whole of the ground floor and the rear garden are used for childminding. The childminder takes children to, and collects them from the local primary school. He also visits the shops and park on a regular basis. There are currently six children on roll and all are in the early years age group and attend for a variety of sessions. He operates all year round from 7.30am to 7pm, 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:

 enhance the opportunities children have to problem-solve during adult-led activities by enabling them to learn through leading their own play.

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who attend

The childminder has a secure knowledge of the Early Years Foundation Stage, and as a result, children are well supported in their learning and development. He has an accurate assessment of children's level of development through observations and discussions with parents. As a result, the childminder has a good knowledge of individual children and knows how to plan for their next steps in learning. Children benefit from the wide-ranging, challenging activities that are tailored well to motivate, engage and meet the needs of all children. The quality of teaching is good and children learn through a balance of adult-led and child-initiated activities. However, planned learning is at times overly adult-led and the children are not always given enough time to problem solve. The childminder's co-minder has recognised this and is supporting him to only intervene in children's play when needed. Therefore, the impact on children's learning is low and does not reduce the good

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who attend

level of progress they make. The monitoring and regular assessments carried out by the childminder very clearly track children's progress over time. Consequently, any potential gaps in learning are quickly recognised and all children are generally working comfortably within the typical range of development for their age. This ensures children have the skills needed for the next steps in learning including nursery and school.

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who attend

The childminder continuously extends children's vocabulary as they play, for example, introducing new words as they play with small world toys and mathematical language when playing board games. Consequently, children routinely and spontaneously make comparisons about size, shape and quantity during their play. Since the last inspection, the childminder has successfully met a recommendation that was raised to provide opportunities for children to see that everyday print has meaning and increase opportunities for them to mark make. Improvements have been made to the play areas and children now benefit from a print-rich environment and are learning that print carries meaning as they see print in different contexts and circumstances. Children are provided with a wider range of accessible resources with which they can make marks and they confidently experiment with writing, for example, during role play.

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who attend

The childminder keeps parents well-informed about their children's progress through daily conversations, sharing the children's learning journal and the progress check for children between the ages of two and three years. In addition, the childminder provides details of the activities, which can be used at home to support and complement children's learning. Consequently, parents have a good understanding of their children's learning. The childminder values parents' contributions and gains their views and opinions through questionnaires and at events, such as parties to celebrate children's birthdays or festivals. As a result, partnerships between the childminder and parents are good and the needs of all children are met.

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

Children are extremely happy and have a good rapport with the childminder who is a positive role model. Children's emotional well-being is effectively promoted through strong attachments and a warm, welcoming environment. This supports children to feel safe and secure. Settling-in sessions are used to build relationships with parents who are encouraged to share details of their child's individual care needs and routines. Consequently, the childminder knows the individual needs of children well and they benefit from consistent care. Children are emotionally well prepared for the next stage in their learning and their move to other settings and school, because the childminder and older children provide good support. The childminder shares his knowledge of the children with professionals verbally and with a written assessment. As a result, this helps to ensure that children's care is consistently managed through a continuous approach, which supports a

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

The stimulating, well-resourced indoor and outdoor environment promotes independence and confidence as the children can move freely between the two areas and access the resources themselves. Children show good levels of independence as the childminder has high expectations. For example, the older children help to prepare lunch, refill jugs of water and clean up after lunch. There is a sense of calm and all children are very well behaved. This is as a result of the children knowing and understanding the rules and boundaries. Children learn how to keep safe by tidying the toys away after they have played with them and by following the rules when using outdoor equipment. For example, children know that only one child at a time can use the trampoline and the older children remind the younger children of this. Regular emergency evacuation procedures are practised with children, ensuring they are familiar with the procedure and raising their

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

awareness of how to keep safe. The childminder ensures the environment is safe with risk assessments and daily safety checks being carried out on all areas prior to the children arriving. Consequently, children learn to understand danger and how to assess and manage risk effectively to keep themselves safe.

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

The childminder supports the children to learn about health and how to adopt a healthy lifestyle. He involves the children in activities that help them to learn about the natural environment and encourages the children to contribute to developing this. For example, the children are currently growing apples, pears and blackberries in the garden. The children are eager to talk about how to look after the fruit and are excited when they pick and prepare the blackberries for snack. Children eat healthy food and learn to understand what foods are good for them. They have plenty to drink so they do not become thirsty and they have plenty of exercise to develop their muscles and promote their well-being. As a result, children are developing an understanding of a healthy lifestyle and learning about the origins of food. Children also develop a good understanding of hygiene and how to take care of their personal needs. As they grow they become increasingly independent

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

with understanding, and taking care of, their needs and this prepares them well from when they move on to school.

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provision

The childminder has a good understanding and knowledge of how to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. He has attended training, such as first aid and child protection, and therefore, has a thorough and up-to-date knowledge. The childminder is aware of how to proceed should he have concerns about a child's welfare and is able to demonstrate the importance of this. He has recent information from the local authority and procedures are in place to follow, including who to contact should the need arise. Since the last inspection the childminder has successfully updated several safety procedures that were raised as recommendations. Comprehensive risk assessments of the premises and daily checks are now completed and accurately identify risks and minimise these with effective safety measures. Weekly evacuation procedures are carried out so children have an awareness of keeping

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provision

themselves safe. These improvements contribute well to keeping children safe.

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provision

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. The educational programmes provide a wide range of challenging experiences that support children to make good progress towards the early learning goals. The monitoring of educational programmes is secure and ensures children receive a board and balanced curriculum. Assessment and tracking of children's progress is accurate and effectively identifies any gaps in learning. As a result, the provision is secure in meeting the needs of all children. The childminder has high expectations of all children and evaluates practice to identify areas for improvement. All recommendations from the previous inspection have been met. For example, the indoor and outdoor environment is now rich in print and numbers enabling children to see that everyday print has meaning and there are mark-making opportunities are included in each area. The

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provision

childminder has recently attended training to enhance his knowledge of two-year-olds. He recognises children need sufficient time to solve their own problems and is being supported to only intervene in children's play when support is needed. Progress is being made, although there are still occasions when some activities are too adult directed.

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provision

Links with parents, local schools and other professionals are well established and results in continuity of care for children. The childminder and parents share information through daily conversations, progress reports and through the children's learning journal. The childminder has worked with the local school for many years, and as a result, has an excellent partnership with the relevant professionals, which enables the exchange of purposeful information about children's development and needs. The childminder is also aware that he may have to work with specialised professionals, on occasions, to support children with special educational needs. The childminder has support from other childminders including his wife who regularly offers support, guidance and shares good practice.

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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 EY364038 Local authority Salford Inspection number 878496 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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