Childminder in Trafford

Inspection date

Previous inspection date 21/10/2014 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

 Children thrive due to the warm, nurturing relationships developed with the childminder. They are happy, feel safe and demonstrate a clear sense of belonging in her home as they explore and investigate the interesting play opportunities on offer.  The childminder supports children's learning well. She readily engages in play and uses children's lead to capture relevant moments and shape opportunities for their learning. Consequently, children are eager to play and are keen, interested learners.  The childminder is motivated to provide a well-organised provision, which securely meets all legal requirements. She reflects on what she provides and responds so that the provision continually improves and continuously meets the needs of individual children.

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It is not yet outstanding because

 The childminder has not firmly established a targeted programme of professional development to improve the quality of teaching to the highest levels, particularly the use of expert methods to support children's early understanding of letters and sounds.  The childminder has not developed links with every provider involved in children's care and learning to enable her to provide exceptional levels of consistency and continuity for children's care and 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 checked areas of the premises used for childminding and she observed activities in the lounge and dining room.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at a selection of documents, including operational and children's records.

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Inspection activities

 The inspector checked evidence of suitability of household members, the childminder's training records, her self-evaluation and improvement plans.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged eight months and two years in a house in the Timperley area of Altringham, Cheshire. The whole of the ground floor, the bathroom and a bedroom on the first floor, and the rear garden are used for childminding. The family have a pet dog and hens in the garden. The childminder attends a childminding group and takes children out into the local community. She collects children from the local schools and pre-schools. There are currently two children on roll, both of whom are in the early years age group and attend on a part-time basis. She operates all year round from 7.30am to 5.30pm, 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:

 establish an astute and targeted programme of professional development with a particular focus on strengthening the quality of teaching further, for example, by using expert strategies to raise children's awareness of letter sounds in developmentally appropriate ways

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

 extend the ways in partnerships are established with other providers to develop further continuity in planning for children's learning and development.

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who attend

The childminder has a secure understanding of the learning and development requirements of the Early Years Foundation Stage. Her practice is based on a good knowledge of how children learn and develop. She clearly identifies and plans for children's individual needs and the next steps in their learning. Assessments are made of what children can already do on entry to the setting, using information from parents obtained during a very well-planned admission process. Consequently, the childminder understands the needs of each child in her care. She knows about their current interests and what their priorities for learning are. She uses this information to good effect to shape her interactions with the children and to support their learning through purposeful play, resources and experiences. For example, she adds toy vehicles to enhance play with raw materials and to engage children who enjoy play with cars. Additionally, she adds push

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who attend

along toys to support children who are developing confidence with their walking skills. Using her observations of what children can do, the childminder routinely assesses their levels of achievement. As a result, she can clearly identify where children may need additional support. Effective activity planning enables the childminder to follow up her observations and to provide activities which support children to make good progress. For example, she effectively delivers action song sessions in response to babies' enjoyment of music, in order to support the development of communication and language skills.

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who attend

The childminder transforms her lounge and dining room to become a welcoming and engaging environment. Consequently, children enter excitedly after nursery and are eager to play. At an early stage, children are able to explore freely and access toys they enjoy. Older children think and follow through their own ideas because they can help themselves to a broad range of toys and equipment continuously available in storage boxes in low- level units. The childminder fully engages in play and by following the children's lead, she captures their interest and engages them for sustained periods. For example, when children use vehicles to enhance their play with dry sand and rice, the childminder introduces different tools, such as sieves and funnels with which to fill the trucks and develop children's moving and handling skills. This leads to the introduction of programmable toys, which scoop the sand and engage children even further. The well-

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who attend

planned space and resources provide a range of possibilities for learning. Babies confidently explore the play space using a tunnel which imaginatively links both rooms, while older children use the dining table to investigate dough, rollers and cutters. Their confidence in exploring the environment and resources on offer is significantly enhanced by their strong relationships with the childminder, their sense of security and self- confidence in the setting.

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who attend

Regular communication keeps parents well-informed of children's activities and their progress during their time with the childminder, including daily diaries, verbal exchanges and sharing development records. The childminder values parents' views and discusses ideas for next steps and priorities for learning, although she is not always confident in delivering the expert types of teaching suggested, in a developmentally appropriate way. For example, early aspects of letters and sounds to introduce young children to phonics. She links very well with nursery staff and uses information they share about children's learning to provide additional support in the setting. For example, she has started to introduce daily story sessions and listening activities to support children's ability to sit, listen and engage during carpet-time sessions in nursery. This joined-up working helps to ensure children have the skills they need to be ready for school when the time comes. The

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who attend

childminder's initial summative assessments on entry, followed by her documented observations of what children can do and further feedback from nursery, show that children are progressing well. However, she has not yet engaged with every provider involved in children's care to ensure the very best levels of consistency and continuity in children's learning.

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

The childminder makes the most of pre-admission arrangements to gather useful information from parents before children start. This ensures a smooth transition into the setting. This also ensures that children's cultural, personal and emotional needs are known and planned for. Children are happy and confident in the childminder's care. They have established close relationships with her and her family. They play alongside each other comfortably and make their needs known. The warm and friendly relationships that are developed mean that children feel safe and are emotionally secure. Toddlers snuggle in closely for a cuddle and they approach the childminder easily to sit on her knee. This secure attachment enables children to use her as a safe base from which to explore. Consequently, children make the most of the many possibilities for playing and exploring in the stimulating setting. The childminder places a high level of importance upon children

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

being happy and prioritises their emotional security, which she acknowledges is vital to enabling children to flourish in their learning and development. She goes the extra mile at times to purchase additional resources to meet individual children's needs, for example, feeding cups to replicate the ones which children have at home, types of food to cater for individual beliefs and preferences, and favourite character toys to support children's interest in particular areas of learning.

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

The childminder encourages children to be independent in line with their stages of development. She uses routines effectively to enhance children's ability to sit at the table for meals and snacks, to self-care when taking shoes off on entry and to manage their own personal hygiene by accessing the bathroom with independence but under appropriate supervision. They are provided with equipment to support their independence and promote good hygiene, for example, individually coloured hand towels. The childminder promotes healthy eating by providing fruit and vegetables in meals and snacks every day and encourages babies to self-feed in developmentally-appropriate ways. She has a detailed awareness of children's unique dietary and health needs and has researched these to enhance her understanding. She provides meals which prioritise children's health, but which also sensitively introduce them to a wider range. As a result,

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

children who are new to the setting are already beginning to try new foods. Consistent routines, sensitively delivered expectations and rewards for achievements help young children learn to behave well.

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

The childminder suitably risk assesses her home. A range of safety measures are used to reduce potential hazards. As a result, children move freely and safely through the ground floor. They learn about how to manage risks as they climb carefully to sit on dining chairs at the table and take part in themed activities, for example, Beep, Beep day, which helps to reinforce road safety messages. Children enjoy outings with the childminder and she uses play parks effectively to support specific aspects of children's development. She also uses her garden as a learning environment. Consequently, children learn about aspects of the world, such as life-cycles, which are made meaningful to them when they collect eggs from the hens and watch the hatching and new life process. The focus on children's physical development and their personal, social and emotional development helps them be ready for school when the time comes.

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provision

The childminder is fully aware of her responsibilities to safeguard children. Her provision is organised well. She keeps all the required records along with others, which help to keep children safe, protected and supported. She is knowledgeable about the procedures to follow should she have concerns about any children in her care. As a result, children are helped to be kept safe from harm or abuse. The childminder risk assesses her home and outings and she puts effective measures in place to minimise any potential hazards. She considers children's individual needs carefully in this process. For example, making sure babies can sleep quietly in another room, while still closely monitored using a listening device.

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provision

The childminder monitors children's development regularly and completes summative assessments, which she shares with parents. Consequently, it is clear how well children are already progressing towards the early learning goals based on their starting points and any gaps in learning are easily identifiable. The childminder is reflective and adapts her provision to meet individual children's needs. She uses self-evaluation to help her improve. She links with other childminders and childminding forums, which she uses to increase her awareness of good practice. Consequently, she is able to identify strengths of her provision and things that can be further developed. Since registration, the childminder has transformed her home to become a welcoming and stimulating learning environment for children, using continuously accessible equipment and areas of learning to enable children to play independently and respond to their curiosity. She has started to consider how to

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provision

increase her awareness of specific aspects of early years practice and has enrolled on some generic training. However, she has not yet developed a targeted programme of professional development to enable her to develop expertise in meeting specific aspects of children's learning needs.

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provision

The childminder works well with parents and seeks their views in order to help her reflect on the service she offers. Parents express high levels of satisfaction with the service they receive and comment on how well children have settled, the good communication and of the positive impact on children's development and new experiences enjoyed. Parents typically value the 'home from home' experience and the childminder's 'generous, warm nature'. They recognise that at times she goes 'above and beyond' to cater for children's individual needs. The childminder also values feedback from children and asks for their views. As a result, she knows what interests and excites children and she responds. This demonstrates the childminder's clear capacity to continually reflect on and improve her provision for 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 EY461282 Local authority Trafford Inspection number 966930 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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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