Childminder in Salford

Inspection date

Previous inspection date 03/10/2014 04/06/2009

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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

 Children are settled, happy and content in the childminder's care. This is because she provides a nurturing environment that promotes their emotional well-being effectively.  The childminder uses effective teaching methods to promote children's learning. Children are fully involved in making decisions about their play and as a result, they are keen and active learners.  Children are safeguarded well. This is because the childminder has a good understanding of her role and responsibility to protect children. She provides a safe and secure home supported by risk assessments that are carried out to minimise any potential hazards to children.  Children benefit from the effective partnership the childminder has established with parents. A wealth of information is regularly shared, which ensures that all children's needs are consistently met.

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It is not yet outstanding because

 The childminder does not always give precise explanations to children about what they are doing well and what requires some correction, in order to maximise their ability to consolidate their learning.

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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 spoke with the childminder at appropriate times throughout the inspection and observed play, teaching and learning opportunities inside and outside.

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Inspection activities

 The inspector looked at a selection of documentation, including children's information, risk assessments, certificates, policies and procedures, the childminder's self-evaluation form and suitability checks.

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Inspection activities

 The inspector spoke to parents on the day of inspection and reviewed written comments to take account of their views of the service provided by the childminder.  The inspector carried out a joint observation with the childminder.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder is eligible to receive funding for the provision of free early education for two-, three- and four-year-old children. The childminder holds a childcare qualification at level 3. She lives with her husband, two adult children and two younger children aged 14 and 11 years in a house in Little Hulton, Salford, Manchester. The whole of the ground floor, a bathroom on the first floor and the rear garden are used for childminding. 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 four children on roll in the early years age group, who attend for a variety of sessions. She operates all year round, from 7am to 6pm, Monday to Friday, except bank holidays and

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Information about the setting

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:

 maximise children's understanding and thinking by giving clear, precise explanations about their actions, helping them to understand why things should be done and why things happen, thereby, enabling them to consolidate and implement the knowledge and skills in their future learning.

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who attend

The childminder has a secure understanding of the Early Years Foundations Stage and how children learn. She knows the children in her care well and supports them purposefully, in order to ensure all children make the best possible progress in their learning and development. The childminder gains good quality information through observing children in their play to discover the activities that they enjoy and by regularly tracking their achievements and the progress they make. This enables the childminder to identify children's next steps in their learning and to use this information to inform planning. Information is also gathered from parents on the child's learning at home, which means that the childminder has a well-informed picture of the child's individual interests and needs. Consequently, she provides them with a range of planned and freely chosen play experiences across the seven areas of learning to ensure children make as much

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who attend

progress as they can towards the early learning goals. This supports their future learning and readiness for school very well as they acquire the dispositions and skills they need. The childminder has a suitable knowledge of how to complete the progress check for children aged between two and three years and she is able to share this with parents at the appropriate time.

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who attend

Children learn through active play and exploration both indoors and outside. Children's mathematical language is promoted as the childminder incorporates counting into the activities that they are engaged in. For example, counting how many sand models the children make and introducing colour by naming the colours of the moulds. The childminder does not always give reasoning for why something should or should not be done to extend children's understanding further. For example, a child not being allowed to give a very young child a certain play dough cutter. This means that children may not be fully aware of why it is not appropriate, to support them to consolidate this understanding and apply it to future activities. Children enjoy singing and regular story time sessions, which support communication and early reading skills. Children's speaking and listening skills are promoted well. The childminder is a good role model and models good listening

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who attend

during activities. Children enjoy listening to the sounds they can hear in the garden and identifying what they can be. The childminder effectively supports the language acquisition of young children by modelling words and giving praise when they attempt the word. As a result, children feel secure in their early talking.

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who attend

The childminder works closely with parents. She obtains a wealth of information about children's skills and achievements and likes and dislikes before they start. This enables her to successfully build on what the children already know and can do. The childminder speaks with the parents everyday, sends texts and completes daily diaries, to share information about the activities, care and welfare routines of the day. She completes a detailed file for each child, which contains photographs and observations, as well as children's tracking to show their learning and development and the progress they are making. Each month, she summarises the learning and shares this with parents. As a result, parents are kept well informed and entries in the children's journals show how she successfully engages with them, so that they are fully involved in their care, learning and development. The childminder fully understands the importance of this combined

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who attend

approach, to offer consistency at her setting and home.

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

The childminder forms strong relationships with children, which supports their emotional well-being. Children are happy and enjoy exploring their environment, even though they have very recently started at the setting. This is because the childminder makes sure that the move from home into her setting is as smooth as she can make it. Children and parents attend settling-in sessions, which helps the child to become familiar with the childminder. It is also an opportunity for parents to share information about their child's care needs and learning so far. As a result, the childminder has a good understanding of individual children's needs and helps to promote their sense of security. The childminder shows a genuine concern and affection for the children and this warmth and affection are duly returned by the children through cuddles and close interaction. This shows that a close bond and secure relationship is established between them. Children are valued and

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

respected. Their self-esteem and confidence are positively supported through praise and encouragement. As a result, children are well behaved. The environment is welcoming and child-friendly. Resources are stored at children's height, with picture labels to enable them to independently choose what they would like to play with. The childminder organises her home, so that children have the freedom of movement throughout the ground floor rooms, as well as supporting them to have continuous outdoor provision. As a result, children are confident, active learners, who make their own decisions about what they do and play with. Children have a good sense of belonging within the setting. Their work is displayed on the walls and they have their own place to put their coats and possessions. Children also have a sense of belonging in the local community as they attend different playgroups and visit local places, such as the

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

park and rhyme-time sessions at the local library. This also supports children in socialising with other children, gaining confidence and emotional independence, which equips them well for their future learning.

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

Regular routines, such as hand washing before meals and after using the toilet, provide children with good opportunities to develop self-care skills and to learn about healthy practices. The childminder provides healthy foods for the children and drinks are readily available throughout the day. Children have daily access to outdoor provision. They play in the garden and access a range of equipment to develop large scale coordination skills. Children also go on various walks in the local community and parks, to support them in understanding the need for regular exercise. These opportunities provide experiences for children to learn about risks in their local environment, such as crossing the road and supports them in taking calculated risks, for example, when climbing. As a result, children are developing an understanding of keeping themselves safe.

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provision

The childminder has a good understanding of her responsibilities in meeting the welfare requirements of the Early Years Foundation Stage. She has a sound awareness of child protection issues and how to protect and safeguard children at all times. The childminder has undertaken recent safeguarding training to enhance her already strong knowledge and understanding. The suitability of all those living on the premises is obtained and visitors to the family home are recorded, supervised at all times and have their identity checked. Children's safety is further promoted as the childminder conducts daily risk assessments of her home and garden and minimises identified hazards effectively. She also considers children's safety in the activities that she provides. A comprehensive range of policies and procedures, which all parents are made aware of at induction, meet all welfare requirements. These are translated effectively into practice by the childminder to

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provision

support the safe and efficient management of the setting.

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provision

The childminder has a secure knowledge of the educational programmes and the learning and development requirements of the Early Years Foundation Stage. The constant review and monitoring of the service she provides ensures that children experience a broad and balanced range of interesting play activities. The childminder's knowledge and skills are good. She confidently talks about children's current and future needs and successfully tracks their development. The childminder undertakes regular observations and assessments for the children in her care and completes regular progress reports to summarise their ongoing development and learning. She does this to ensure that children continue to make progress and to quickly identify any gaps in their learning. She works with parents and other professionals involved in children's care to meet the needs of all children in her care. The childminder understands the importance of meeting and

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provision

managing every child's individual needs and knows how continuity of care is especially important when children attend other settings.

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provision

The childminder is enthusiastic, motivated, committed and dedicated to her work with children. This is reflected through the enjoyment she demonstrates when interacting and playing with them. The childminder has made a good start in evaluating her childminding service. She identifies her strengths and areas for development, so that she continues to improve the service she provides for her parents and their children. The childminder regularly talks to parents. She asks them to complete questionnaires to establish their views on the strengths and areas for development of her provision. The good partnership with parents ensures that children receive consistency and continuity in their care and learning. Parents are very happy with the service, care and education that their children receive. The childminder demonstrates a commitment to continuous improvement. All the areas identified for improvement at the last inspection, have been addressed and the

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provision

childminder regularly attends training courses to develop her knowledge and understanding to promote positive outcomes for all 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 EY371270 Local authority Salford Inspection number 878623 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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