Childminder in Trafford

Inspection date

Previous inspection date 19/08/2014 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

 The quality of teaching is good. The childminder is very aware of children's abilities and plans for their next steps in learning to ensure that they make good progress. She is skilled at following their lead during play and asking good open-ended questions.  The childminder has good knowledge of safeguarding procedures. She is clear about procedures to follow should she have concerns about a child and strives to minimise risk. Consequently, children are kept safe.  Children are confident and happy in the childminder's care. She promotes healthy lifestyles as children are active and play outdoors each day.  The childminder has a consistent and caring approach to behaviour management. She offers children lots of praise and support and values their achievements. Consequently, children's well-being is promoted.

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It is not yet outstanding because

 There is scope to enhance the outdoor area and increase children's understanding of the natural world by providing more opportunities for children to play with natural materials.  There is scope to give children more opportunities to be independent, particularly at mealtimes.

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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 viewed all areas used by the children.

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Inspection activities

 The inspector held discussions with the childminder in relation to her practices and self-evaluation process.

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Inspection activities

 The inspector checked evidence of suitability of persons living on the premises and the qualifications of the childminder.

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Inspection activities

 The inspector looked at a selection of policies and procedures, which included safeguarding and complaints and a range of other documentation.  The inspector observed activities in the childminder's home and garden.

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Inspection activities

 The inspector looked at observations, assessment records and planning documentation.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and child aged 12 years in a house in the Urmston area of Manchester. The whole of the ground floor and the rear garden are used for childminding. The family has a pet cat. The childminder attends a toddler group 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 and pre-schools. There are currently nine 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 7am to 6pm, 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 outdoor area and children's understanding of the natural world by providing more opportunities for them to explore and play with natural materials

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

 provide more opportunities for children to increase their independence, particularly at mealtimes.

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who attend

Children make good progress in their learning and development. The childminder successfully supports them to explore their environment and make choices about their play and learning. Children have access to a wide range of resources. This supports their independence and decision-making skills well, enabling them to lead their own play with the skilful guidance and support of the childminder. Children play with open-ended resources, such as wooden blocks and treasure baskets. However, there is scope to further enhance the outdoor area and help children to learn more about the natural world by providing more opportunities for them to explore and play with natural resources. The childminder's planning, observation and assessment works very well to meet each child's individual learning and development needs. She identifies children's starting points in their learning from the outset, using information provided by parents. This helps her to plan

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who attend

activities to further extend children's learning. Each child has their own learning file, which includes detailed observations, photographs of children playing and accurate assessments of their current attainment. These are shared regularly with parents and they are encouraged to share observations of their child's learning at home.

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who attend

The quality of teaching is good. The childminder follows and extends the children's individual interests and needs, which further supports their learning. For example, she provides additional resources to extend the obstacle course the children make outside. She encourages children to support each other and take turns while pushing wheelbarrows, which supports their personal and social development. They make progress in mathematical development as she supports them to count how many times they run back and forth. She models mathematical vocabulary and encourages them to count how many more or less they have. Communication and language development is supported as she engages them in discussion during activities, asking good open-ended questions, which encourage thinking and talking. For example, when playing a game, she asks ' what do you think will happen if I pull this straw?' Children enjoy looking at books at home and

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who attend

this is further enhanced by regularly attending story time sessions at the local library.

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who attend

The childminder supports and encourages children's good physical development effectively. She provides many opportunities for energetic play outdoors in the garden and in local parks. Children enjoy swinging, sliding, climbing, playing on bicycles and riding on toys. They also enjoy singing and dancing to music. Children's fine motor skills are supported through creative activities, such as cutting paper and playing games where they have to join small pieces together. Children's creativity is supported through making models with recycled materials, drawing, painting and collage. She regularly visits a variety of places of interest, such as museums, beach and farms, to extend children's interests and development. For example, children visited an aquarium following an interest in fish and sea creatures. As a result of the constant support from the childminder and a good breadth of learning experiences, children are making good progress in developing

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who attend

the skills they need to prepare them for their next stage of learning, such as moving onto nursery or school.

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

Children are clearly happy and settled with the childminder, as they form secure attachments and develop positive relationships. They have established strong bonds with the childminder, which effectively promotes their emotional well-being. The childminder recognises the individual needs of the children and offers them support and reassurance when required. Children's all-round development is supported as the childminder provides them with a warm and welcoming environment. Flexible settling-in procedures ensure children are well supported in their move from home into the setting and they feel comfortable and secure. The childminder works closely with parents during this time to share relevant information about the children.

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

The childminder acts as a good role model as she manages children's behaviour in a calm and consistent manner. She uses a number of effective strategies to reinforce appropriate behaviour, for example, talking to children and supporting them to take turns. The childminder provides clear explanations to children, which ensures that they develop an understanding of the expectations within the setting. She promotes positive behaviour to children by using meaningful praise and encouragement. As a result, children behave well as they feel self-assured and appreciated. Children have a good awareness of keeping themselves safe as the childminder talks to them about how to stay safe as they cross the road and how to conduct themselves during fire evacuation practises. Children are encouraged to be independent and to manage their own personal needs. For example, they select their own resources and wash their hands independently. Children

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

also help to lay the table at mealtimes. However, there is scope to provide more opportunities for children to be independent, particularly at mealtimes. The childminder offers children a variety of healthy, nutritious meals and snacks and discusses their individual dietary needs and preferences fully with their parents. She encourages children to try a variety of food and gives them choices of food at mealtimes. She talks to children about healthy choices and children enjoyed growing sweetcorn & strawberries in the garden. The door from the playroom leads directly to the garden, enabling children to choose independently where they want to play. Therefore, they enjoy lots of their time outdoors enjoying fresh air and physical exercise. The childminder accesses regular local toddler groups at the local school, to help children mix with larger groups and develop their social skills. This helps to support children to develop the confidence and necessary

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

skills they need as they move onto the next stage in their learning, such as nursery or school.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She successfully meets these to ensure children are kept safe and their welfare is promoted. The childminder has recently completed safeguarding training and is knowledgeable about safeguarding procedures and of what to do if she is concerned about a child. This helps to keep children safe while they are in her care. Children are kept safe inside and outdoors because the childminder conducts rigorous risk assessments of her home and any outings. Also, she completes daily checks to ensure that any possible hazards are minimised. For example, she ensures that the uneaten cat food is not left out and that the garden is clear.

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provision

The learning and development requirements of the Early Years Foundation Stage are well met. The childminder monitors and evaluates the progress of children in her care. She completes tracking books for each child, which ensures that she has a very good understanding of their overall learning and development and is able to quickly identify any gaps in learning. This information is used to plan fun activities for children across all areas of learning, which ensure they make the best possible progress. The childminder uses effective systems for self-evaluation and can clearly identify her strengths and areas for future development. She has recently completed a level 3 qualification in childcare. This has given her an excellent knowledge and understanding and enabled her to improve her practice. She is highly motivated and has plans to continue to extend her knowledge. This demonstrates that the childminder has a commitment to her professional development

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provision

and the capacity to maintain continuous improvement.

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provision

Partnerships with parents are well established. Information is shared between both parties on a daily basis through daily conversations. Also, parents have access to children's files at anytime. The childminder shares her policies with parents. This ensures that parents are informed about her provision and have an understanding of the requirements for maintaining children's welfare and promoting their learning. The childminder communicates well with other local providers. They regularly share children's files and next steps to ensure a consistent approach to supporting their learning and care.

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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 EY448619 Local authority Trafford Inspection number 897093 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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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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