Cullinane, Debbie

Inspection date

Previous inspection date 07/10/2014 04/07/2013

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early years provision

This inspection: 2 Previous inspection: 4 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 rooted in the childminder's secure knowledge and understanding of the Early Years Foundation Stage and how children learn. She makes the most of every opportunity to promote children's learning through play and challenging activities. As a result, children make consistently good progress in relation to their starting points.  Children feel safe and secure and develop strong, emotional attachments with the childminder who provides a caring and loving environment. As a result their all-round well being is effectively promoted.  The childminder has a good knowledge and understanding of her responsibility to safeguard children, which is successfully translated into practice. This means that children are well protected and can play and learn in a safe environment  There are strong partnerships with parents and other early years providers, which ensures that children receive consistency and continuity of learning and care.

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It is not yet outstanding because

 Opportunities to support young children's awareness that print carries meaning and that information can be relayed in print form are not yet fully established.  The educational programme for mathematics has not yet been fully extended to include extensive resources and opportunities for children to learn about and make patterns and compare size, length and weight in order to further enhance their good mathematical skills.

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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 children's activities in the dining room and lounge.

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Inspection activities

 The inspector held discussions with the childminder and talked to children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at various documents including a sample of policies and procedures, planning, observation and assessment systems and children's individual learning records.

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Inspection activities

 The inspector checked evidence of the suitability and qualifications of the childminder.

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Inspection activities

 The inspector took account of the views of parents from written feedback in questionnaires obtained by the childminder.

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Information about the setting

The childminder was registered in 1999. She lives with her husband and two adult children in the Trafford area of Manchester. The whole of the ground floor, the first floor bathroom and two of the bedrooms are used for childminding purposes. There is an enclosed rear garden available for outside play. The family has a pet cat. The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. She cares for children from Monday to Friday from 7am to 6pm for 48 weeks of the year. There are currently eight children on roll, three of whom are within the early years age range and attend for a variety of sessions. The childminder takes children to and collects children from the local nursery and school. She is a member of the Professional Association for Childcare and Early Years and receives support from the local authority.

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

 enhance young children's growing awareness that print carries meaning and information can be relayed in print form, for example, by labelling the storage boxes which contain resources

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

 extend the educational programme for mathematics, for example, by providing more opportunities to help children learn about, and make, patterns and to compare size, length and weight.

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who attend

Children's enthusiasm for learning, and levels in which they succeed, is enhanced by the childminder who has a good understanding of how to capture children's interests and recognises fully that children learn through play. The environment is well equipped with a wide range of resources to meet the individual needs and interests of the children who attend. Consequently, they are full of enthusiasm, motivated to learn and make consistently good progress in relation to their starting points. For example, children have a wonderful time as they engage in role play and pretend to iron the doll's clothes and make cups of tea in the play kitchen.

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who attend

There is a sharp focus on helping children to acquire communication and language skills and supporting their physical, personal, social and emotional development. The childminder teaches children to share and take turns and encourages them to make choices about what they want to do to develop their independence skills. Children demonstrate good social skills as they interact with the childminder and each other and play together harmoniously. The childminder is particularly skilled at promoting children's communication and language development. She provides a running commentary to describe what children are doing and introduces new words to extend their vocabulary. As a result, children's communication and language skills are very good and some children achieve beyond expected levels of development in this area of learning. The childminder effectively helps children to learn to how to use accurate verb forms when talking about

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who attend

events that have happened in the past. For example, when children say 'I taked it out', she says 'Yes, you took it out'. The childminder uses facial expressions, actions and gestures to maximum effect to illustrate and support language development for very young children. The use of puppets and props, to support children's understanding of rhymes and songs, successfully develops their listening and attention skills. However, the environment is not extensively rich in signs, symbols and text to further enhance children's literacy skills and strengthen their understanding that print carries meaning. The childminder provides children with a broad range of opportunities to develop their large muscle control and coordination, as they ride wheeled toys, climb steps up to the slide and balance on the see-saw in the garden. Furthermore, babies have the freedom and space indoors to move, stretch, crawl and reach and cruise along the furniture. As a result,

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who attend

children gain the skills, abilities and attitudes that prepare them well for the next stage in their learning and eventually, school. Children demonstrate a good knowledge of numbers as they count during play and daily routines. They successfully develop their understanding of shape because the childminder provides them with resources such as jigsaws and wooden blocks and talks about shapes in the environment. However, opportunities for children to learn about and make patterns and compare length, size and weight are yet to be fully established.

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who attend

The accurate and precise observations and assessments of children ensure that their needs are clearly identified and this information is used to inform future planning. The childminder obtains detailed information from parents on entry about children's learning and development, favourite activities and individual interests. This information, along with the childminder's observations, is used as an effective starting point to plan for children's future learning. Their progress is effectively tracked through a continuous assessment of their achievements. This helps the childminder to support them to make good progress in their learning and development as their unique needs are recognised and planned for. Children's learning journey records are maintained to a good standard and contain observations, ongoing assessments and summaries of children's learning to evidence their progress. Partnerships with parents are strong and make a significant contribution to

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who attend

meeting all children's needs. The childminder shares information with parents about their children's learning in the setting and at home through daily conversations and the text messaging service. This ensures that parents are kept fully informed of their children's progress; the childminder is able to build on children's learning at home and in addition help parents to continue to support their children's learning. The childminder has close links with other early years providers that some children also attend. She talks to teachers about what children are doing in nursery and school and provides activities and experiences to extend and complement their learning. This effectively promotes consistency and continuity of care and education.

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

The childminder is skilled and sensitive and supports children to form strong, secure emotional attachments, which provide a firm foundation upon which to develop their personal, social and emotional skills. Children display high levels of confidence and self- esteem as they play, they talk about what they would like to do and confidently express their needs. They are eager to share their experiences with the childminder and talk freely about their home and family during their play. Consequently, children develop a strong sense of self-confidence and self-awareness. The childminder provides opportunities for children to make choices in their activities but also, very importantly, provides a familiar routine which promotes their emotional security. She gathers detailed information about children's likes, dislikes and comforters from parents on entry to the setting. As a result, children settle well and demonstrate that they are happy and feel safe and secure in the

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

childminder's home. Children develop good self-help skills because the childminder encourages them to do things for themselves, whenever possible. Their good health and self-care is securely embedded as they attend to their own care needs where appropriate. For example, children are independent as they self-select resources and manage their own personal and emotional needs in readiness for school.

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

The childminder uses positive praise and clear guidance and boundaries to manage children's behaviour, appropriate to their levels of understanding. She uses distraction techniques, talks calmly to children and offers alternative resources and activities to effectively manage any minor behavioural issues. As a result, children's behaviour is consistently good. Nutritious and healthy meals and snacks are provided for children to eat so they learn about keeping fit and healthy. They have daily access to outdoor play to enjoy regular fresh air and exercise and the provision of quiet, cosy areas within the indoor environment gives children opportunities to rest and relax.

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

The childminder teaches children how to keep themselves safe as she gently reminds them to pick up toys from the floor and not to climb on the furniture. She models good hygiene practices and teaches children the importance of washing their hands before eating and after using the bathroom. As a result, children's health and hygiene is successfully promoted, which in turn has a positive impact on their physical and emotional well-being. The childminder holds a current, relevant paediatric first-aid certificate and is able to manage minor accidents and injuries to children with appropriate care and attention.

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provision

The childminder has a good knowledge and understanding of how to protect and safeguard all children. She is fully aware of the signs and symptoms of abuse, what to do and who to contact, if there are any child protection concerns. Parents receive a copy of the safeguarding policy and are informed of the procedure to follow should they have any concerns about the childminder or her associates. The childminder has a set of detailed policies and procedures which are followed meticulously. Children's safety is further enhanced through the implementation of rigorous risk assessments and daily checks of the indoor and outdoor environment. Furthermore, the vigilance of the childminder, consistent supervision of children and security systems, such as locks on doors and gates, mean that children can learn and play in a safe environment.

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provision

The childminder has a secure knowledge of the educational programmes and consistent monitoring ensures that children experience a broad and balanced range of experiences that help them progress successfully towards the early learning goals. She demonstrates a good understanding of her responsibilities to meet the learning and development requirements of the Early Years Foundation Stage. Observations and assessments evidence children's achievements and clearly identify targets for children's next steps in learning. There is a thorough process in place for tracking children's progress, which means that the childminder can quickly identify any gaps in children's learning and, with permission from parents, seek out external intervention of necessary. The childminder accurately identifies the strengths and areas for development of her practice through the effective self-evaluation system. She talks to children about their ideas and suggestions

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provision

and seeks the views of parents through written questionnaires. The childminder has worked incredibly hard since the last inspection to improve her practice and all actions have been successfully addressed. This is particularly evident in the adaptations made to the observation, planning and assessment process, resulting in a significant improvement in children's progress. The childminder is proactive in seeking support and advice to help her to improve the service she provides and learning outcomes for children. For example, she welcomes the support and guidance from the local authority early years team to look at ways she can continue to develop the service for all children and families.

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provision

The childminder has a secure understanding that working very closely with parents has a positive impact on children's learning and development. Children's learning records are shared with them and they access a broad range of information in the form of daily verbal communication, emails and photographs. In addition, the childminder encourages parents to spend a day with her so that they can observe what the children are doing and help them understand how the activities provided help children learn. Systems for working with other early years providers, such as local schools and nurseries which children also attend, are effective and successfully promote continuity and consistency for children's individual care and learning. As a result, children settle well when they move on to the next stage in their learning. Parents are highly complimentary about the childminder and the care and education their children receive. They comment in written questionnaires that they are

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provision

very pleased with progress their children make. Some parents have used the childminder to care for all their children over several years. Parents state that children are happy, safe and secure and benefit from the childminder's genuine care and affection. They comment that the childminder is in tune with their children's individual needs which means that they settle well and this promotes their good health and well-being.

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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 318483 Local authority Trafford Inspection number 923748 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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