Childminder in Salford

Inspection date

Previous inspection date 18/08/2014 Not Applicable

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Teaching is good and children are provided with a wide range of interesting and age- appropriate activities and experiences. As a result, they make good progress in their learning and development.  Children take part in many fun activities, which help them to make good progress in their all-round development. This is because the childminder knows them very well, understands how they learn, and provides meaningful experiences that she knows they will enjoy.  The childminder has a good understanding of her responsibility for protecting and safeguarding children. She has clear policies and procedures, which are embedded into the routine daily to ensure children are kept safe.  Positive relationships are built with parents. This is because the childminder keeps them well informed and involved in their child's care routines and learning.  The childminder effectively identifies risks and takes steps to remove or minimise these

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This provision is good

to keep children safe in the home and when taking them on outings.

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It is not yet outstanding because

 The childminder does not fully maximise opportunities in the outdoor environment in order to build on children's natural curiosity and their interest of how things grow in the natural world.

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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 toured the whole of the ground floor area used for childminding. She observed activities in the childminder's home and the interaction and learning between the childminder and the children.

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Inspection activities

 The inspector checked evidence of the childminder's suitability, qualifications and self-evaluation and improvement plans. The childminder took into account the written feedback of parents.

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Inspection activities

 The inspector sampled a range of documents, which cover the learning and development requirements including observations, planning, and assessments. She also viewed emergency contact information, enrolment forms and written risk assessments.

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Information about the setting

The childminder was registered in 2014 on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children, aged 14, 10 and seven years, in the Worsley area of Manchester, close to shops, parks, schools and public transport links. The whole of the ground floor of the childminder's house, apart from the lounge, is used for childminding purposes. The childminder attends toddler groups regularly and visits the library and local children's centres. She provides care Monday to Friday from 7.30am to 5.30pm, all year round with the exception of personal and bank holidays. The childminder has an early years qualification at level 3. There are currently five children on roll, all of whom are in the early years age range. The childminder is a member of the Professional Association for Childcare and Early Years. The childminder has a fish as a pet.

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

 enhance and build on children's natural curiosity, for example, by providing a rich range of play opportunities in the outdoor area that fosters children's interest in planting and growing.

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who attend

Children make good progress in this setting because the childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. The childminder uses her knowledge of child development to ensure that children learn and develop well. She takes information provided from parents when children first start attending, along with initial observations, to benchmark children's starting points. The childminder identifies children's interests and builds on these to further extend their learning. For example, when children show an interest in singing, the childminder uses finger puppets of animals that prompt them when singing songs. Children quickly learn new vocabulary to support and develop their language skills. As a result, they learn the necessary skills needed in preparation for school.

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who attend

The childminder uses observations, assessments and planning to support children's development. Taking photographs on a camera, the childminder builds up a picture of children's abilities to inform her planning for their next steps in learning. The childminder effectively teaches through open-questioning, demonstrating and modelling to help children learn well. For example, during a musical session, the childminder demonstrates holding the wooden sticks to play on the drum and shakes the wooden maracas to help young children remain motivated to learn. Children repeat the patterns of noise she makes creating rhythms and they rings chimes to create a tuneful noise. The childminder uses constant praise and encouragement to help children reach their potential and young children look to her in delight. Consequently, children are well supported in their learning in preparation for their next stage of learning.

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who attend

The area used for childminding is warm and bright. There is lots of space for children to become actively involved in their play. Resources can be accessed from the playroom and used throughout the downstairs. The childminder encourages children to self-select toys that interest them. There is a good balance of adult-led activities, which support children's learning. Children learn about the lifecycle of frogs and hunt successfully for them in the garden. They recreate pictures of frogs in the home using finger paints. The childminder makes modelling sand with children and they inquisitively explore new textures using the natural resources available. In the outdoors, children learn about the lifecycles of frogs and watch caterpillars turn into butterflies before releasing them into the wild. However, the childminder does not fully maximise learning in the garden to ensure that children have the opportunity to experience a richer environment. For example, opportunities for

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who attend

children to experience their natural curiosity with planting and growing needs to be further enhanced.

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

The childminder has a nurturing nature and looks after children very well. Their self- esteem is promoted because she praises and encourages children to achieve during activities. The childminder gives lots of cuddles when children feel sad or unsure, to give them confidence. She uses age appropriate language with intonation in her voice to encourage younger children to feel secure. Behaviour is good. The childminder works hard with parents to ensure young children learn to behave well, for example, during phases of biting. Positive rewards are given to children when they achieve their goals and the childminder recognises their emotions and builds on their confidence and well-being.

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

Children have good care routines throughout the day. The childminder works in partnership with parents when toilet training young children. She supports children well during intimate care, talking to them and singing songs, which aid the process. The childminder provides snacks and meals, which are homemade, healthy and nutritious. She encourages children when trying new foods and exploring new textures. At lunchtime, children sit down together with the childminder and talk about healthy eating. The childminder makes this time a social occasion and it is clear children enjoy the time together. The childminder ensures that good manners are used at the table and children offer 'please' and 'thank you' automatically throughout the day. The childminder uses a daily communication book to provide information to parents about their child's day. Parents record messages and any changes in routines between the home and

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

childminder's house are noted and exchanged. Consequently, children have continued care supported by both the childminder and their parents.

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

The childminder takes children to the local parks daily. Children wear high visibility jackets in order for the childminder to differentiate them from others to keep them safe. She talks to children about crossing the road safely and how to avoid any incidents with strangers. The childminder has a good range of outside equipment for play in her garden. Children access a sandpit to build castles, make pies in the mud kitchen, or climb, swing and slide on the larger apparatus. Football nets give children the opportunity to kick a football and learn precision skills. The childminder allows children to take small risks by enabling them to climb up the slide steps carefully, safe in the knowledge she is there nearby to support if they require. This helps children remain safe in the childminder's care and have a good physical and healthy lifestyle.

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provision

Safeguarding arrangements are robust. The childminder has very secure premises to ensure children are kept safe and secure. For example, she practises fire evacuations with the children regularly and there are a number of evacuation points from her home. The childminder ensures no children are able to leave her premises without her knowledge or are able to open the front door unaided. The childminder assesses her home to make sure it is safe on a daily basis and has written risk assessments to support this. She has clear policies and procedures set down to ensure children remain safe, for example, the use of mobile phones and cameras in the setting. All safeguarding and welfare requirements of the Early Years Foundation Stage are met. The childminder has a very good understanding of the procedures to follow if she feels a child is at risk of abuse or if child protection information is disclosed to her. As a result, children are kept safe and secure from harm.

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provision

The childminder works well with other childminders and exchanges good practice with them. She looks for regular training through the local authority and has an advisor who supports her provision. The childminder's self-evaluation form shows priorities for improvement in her practice and the childminder looks for ways to develop these to continue her professional development. The childminder monitors the educational programmes of children well, through written documentation, and is beginning to identify any gaps in learning. She monitors children's progress. The childminder has a good knowledge of support agencies who can aid her teaching if she feels a child needs additional support, for example, speech therapists. This means that any additional support can be secured swiftly to promote the child's learning correctly.

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provision

The childminder attends local toddler groups and visits other settings with children who have shared care. The childminder has good written documentation that supports children's transition to school. She has a good rapport with teachers at the local school to ensure she can continue and extend the learning for children in her own home. The childminder has a very good working relationship with the parents of children who attend. They meet together in the holidays, chat about their experiences and the childminder is able to offer advice to them. Parents have a high regard for the childminder. Written comments received on progress sheets and questionnaires value her work. For example, 'We would recommend the childminder's services to anybody who asks and find she is a very caring professional' and 'The childminder goes above and beyond with our children and for that we are eternally grateful.' Therefore, children are very prepared for school

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provision

and parents are happy with the teaching and care that the childminder gives.

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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 EY474166 Local authority Salford Inspection number 961031 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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

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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