Childminder in Trafford

Inspection date

Previous inspection date 12/08/2014 01/10/2009

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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

 Children are sensitively challenged and nurtured by the childminder who has an indepth understanding of each child's needs.  Children are kept safe from harm because the childminder supervises them closely and is aware of potential risks.  The childminder works closely with parents. This enables good daily communication for parents about the learning and well-being of their children.  The childminder successfully reviews her provision, and planning for improvement is good, to ensure that she continually meets children's care and learning needs well.

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It is not yet outstanding because

 There is scope to improve the opportunities for children to see print within the environment so they understand print carries meaning.  There are fewer opportunities for children to extend their choices when playing outdoors.

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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 the 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 2004 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children, aged 15, 13 and nine years, in a house, in Altrincham area of Trafford. The whole of the ground floor, upstairs bathroom and the rear garden are used for childminding. The family has a dog and fish as pets. 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 four 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 5.15pm, 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:

 extend the range of activities available outdoors to further complement children's learning indoors and support their choices about outside play

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

 enhance the opportunities for children to see print in the environment and understand that print carries meaning. For example, by labelling the boxes of toys.

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who attend

Children are developing good communication skills because the childminder engages in conversations with them throughout the activities and uses spontaneous opportunities to encourage children's speech. For example, when a child notices some photographs of activities they have engaged in, the childminder and child talk together about their previous experiences. The childminder promotes childrens personal, social and emotional skills by encouraging children to care for the dolls. Children dress the dolls, which develops their physical skills and pretend to feed them, developing a caring attitude. Therefore, children are developing the skills required for their next stage in learning.

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who attend

The childminder observes children and uses what she knows about children to plan suitably challenging and stimulating activities that children enjoy. As a result, children are motivated to learn. The childminder undertakes the progress check for children between the ages of two and three years, which enables her to identify the areas where children are making least progress. She works well with parents gathering good information before children start at the setting, which allows her to plan the initial activities based on what children can already do. Her regular conversations with them and sharing of the children's observations enables parents to continue the learning at home. Children engage in outdoor activities, such as playing in the sand and on the slide. However, opportunities for children to develop all areas of learning and development outdoors freely are not as well planned for.

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who attend

The childminder supports children's mathematical awareness well as she introduces mathematical language into children's play. For example, when a child rolls a car on the garage slide the childminder comments 'It's going down'. The childminder and children read stories together where they talk about the animals supporting children's understanding of the world and literacy skills. Children choose the story and actively participate, which promotes their literacy skills. However, there is scope to create a print rich environment to extend children's understanding that print carries meaning, for example, by labelling the boxes of toys.

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

The childminder and parents have a good relationship and share information through a daily diary. This enables the childminder to support the individual care needs of the children. The childminder supports children's emotional security well. For example, before children start to toilet train she develops play situations, such as sitting dolls on potties, which allows children to explore their feelings. The childminder builds the children's confidence in their own abilities, which enhances their self-esteem. For example, when children cannot find toys they are looking for, the childminder suggests other places the resources might be, until children find items for themselves. The childminder establishes relationships with the parents and children before they start at the setting and they build up their visits gradually until they are confident in the childminder's care. Therefore, children settle easily into the setting.

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

Children have good opportunities to take risks. For example, the childminder takes children to a farm where they have the opportunity to climb up a rock wall negotiating their steps and considering safety measures required. There is an excellent range of toys available to children covering all areas of learning and development. They are easily accessible, which supports children to make choices and be independent in their play. The childminder supports children to transition to the next stage of learning by introducing them to the new environment and showing them where things belong so they understand what is going to happen.

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

The childminder is aware of children's individual food likes and dislikes and caters for their individual needs. She encourages children to wash their hands before eating, which promotes good hygiene. Children are encouraged to be independent and peel their own fruit. The childminder offers a varied and balanced diet promoting children's healthy lifestyles. Children have daily access to outdoors, which gives them lots of fresh air and exercise.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She has a secure knowledge of how to protect and safeguard children. The childminder has a good understanding of her responsibilities and is clear about what she would do if she has any concerns about a child in her care. Her recent safeguarding training means that she is up-to-date with the latest procedures. The childminder is vigilant in her supervision of children and she conducts risk assessments to help her identify potential hazards. She effectively implements a number of policies and procedures, which guide her practice and which she shares with parents.

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provision

The childminder has made good progress in developing her setting. She receives support from local authority development workers, which has helped her to improve the organisation of the resources and track children's development more clearly. The tracking of children progress allows the childminder to monitor the educational programme and identify any areas where children might need support. The childminder undertakes training to keep herself up-to-date. She has developed the breadth of activities offered through sharing ideas with other childminders.

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provision

The childminder has worked with other providers of the Early Years Foundation Stage to share children's learning and development stages. This has created a consistent approach and they have worked together to target specific areas of development, which has supported children's good progress in their learning. The childminder has gathered parents views on the service through the use of a questionnaire. Parents demonstrate they are happy with all areas of the service provided.

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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 EY279449 Local authority Trafford Inspection number 870757 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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