Oldfield, Alison Victoria

Inspection date

Previous inspection date 22/10/2014 13/10/2008

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early years provision

This inspection: 2 Previous inspection: 2 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 childminder is well informed about her responsibility to keep children safe. She understands the local authority safeguarding procedures. As a result, children are protected from harm.  The childminder has a good knowledge of the Early Years Foundation Stage and how children learn. She delivers a range of stimulating activities that promote individual children's learning needs effectively.  The childminder is friendly and welcoming. Children are settled and are happy, which supports their emotional well-being.  Partnerships with parents are well established, good communication means children's learning is consistently supported.

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It is not yet outstanding because

 Children are not always well supported to learn about differences and similarities in themselves and others, so that they develop an understanding of the own, and the wider community.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector toured the parts of the property used for childminding.  The inspector observed activities in the playroom and kitchen.  The inspector conducted a joint observation with the childminder.  The inspector looked at children's assessment records and planning documentation.  The inspector took account of the views of parents from questionnaires.

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Inspection activities

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

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Information about the setting

The childminder was registered in 2003 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and their three children aged eight, 12 and 16 years in a house in the Flixton area of Trafford. The kitchen/dining room and playroom on the ground floor, one bathroom on the first floor and the rear garden are used for childminding. The family has a pet cat and tortoise. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. The childminder collects children from the local schools. There are currently six children on roll, four of whom are in the early years age group and attend for a variety of sessions. The provision operates all year round, from 8am to 6pm, Monday to Friday, except bank holidays and 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:

 extend opportunities for children to learn and talk about differences and similarities in themselves and others by, for example, sharing and talking about photographs of their family and friends.

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who attend

The childminder has a good understanding of how children learn. She plans individual opportunities based on children's interests and their next developmental steps. Information obtained from parents before children begin attending gives a good starting point for assessing what children know and can do. The childminder completes regular observations of the children's learning and she uses them to complete individual next steps for learning, which she uses to plan fun activities that interest the children. The childminder works closely with parents and other professionals to support children's learning. She provides parents with daily verbal feedback on their children's progress, as well as regularly sharing their learning files and photos of their children playing. The childminder has a sound understanding of the progress check for children between the ages of two and three years. She knows how to use this to identify gaps in children's

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who attend

learning and to ensure that early intervention is made to help children catch up. Overall, children are motivated and acquiring the necessary skills they need for their next steps in learning.

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who attend

Teaching is good as the childminder has a good knowledge of how young children learn and how to support this. She knows that young children learn well through exploring objects using a range of senses. The childminder provides them with baskets of natural and everyday objects, which are made of different materials. Babies enjoy exploring the taste, texture, shape and smell of the objects using all their senses, particularly their mouth. Young babies' communication and language development is promoted well. When looking at puzzles together the childminder speaks slowly and clearly, reinforcing the animal names and sounds they make. She also gets down on the floor with young children, so she can maintain eye contact while playing with them. The childminder reads stories and asks children to make predictions about what will happen next and encourages them to take turns at lifting the flaps on the pages. The childminder plays peek a boo with

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who attend

the babies. This all encourages children to communicate and take turns.

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who attend

The childminder's has a playroom with lots of resources, which are all easily accessible to children. This promotes independence and children can help themselves from a variety of different toys. In the garden, the childminder provides a large area for physical play. Children are able to climb, swing and slide on a climbing frame. The childminder organises the indoor environment to provide room for babies to crawl and to pull themselves up on furniture, to support themselves as they learn to walk. The childminder has books and dolls to support children to learn about different cultures. However, there is scope to provide more opportunities for children to talk about the differences and similarities in themselves and others in order to enhance their understanding of their own, and the wider community.

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

The childminder is caring and attentive. Children are happy and relaxed in her care and clearly have positive attachments with her. They happily go to the childminder for comfort and reassurance. The childminder provides children with a flexible, gradual settling-in process. This helps them to settle and feel secure in the childminder's care. The childminder suitably prepares children for the move on to the next stage in their learning. This is because children have regular opportunities to socialise with larger groups at the toddler groups they regularly attend. The childminder promotes children's self-esteem by praising and encouraging them. This gives them the confidence they need to become independent learners. The childminder has clear expectations for children's behaviour and discusses the house rules with them, so they know what the boundaries are. She keeps children engaged and interested in their activities and, subsequently, children behave well

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

and begin to learn about the consequences of their actions.

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

The childminder encourages children to adopt healthy lifestyles by providing them with healthy food at snack time. Parents provide their children with packed lunches, and the childminder encourages them to bring a balanced, healthy meal. The childminder sits with children at mealtimes and encourages independence meaningful conversation. This provides a positive, social occasion where good discussions about healthy eating help children understand about their physical development. The childminder encourages children to be independent. Babies are supported to drink independently from lidded cups and to feed themselves with cutlery. Older children help to prepare their own snacks.

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

The childminder ensures children get plenty of fresh air. She walks to and from the local schools picking up older children and they often visit the local park on the way home. Children are able to go into the garden directly from the playroom, which allows children to make their own decisions about where they choose to play. This helps them to gain confidence and independence. Children enjoy playing on the larger apparatus in the park, which supports them to take age appropriate risks and to begin to learn about keeping themselves safe. The childminder teaches children how to evacuate her home in the event of an emergency by regularly practising fire drills.

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provision

The childminder's understanding of safeguarding is good. She has a good understanding of child protection and has effective procedures in place to deal with any concerns. The childminder has effective policies and procedures in place. She has written risk assessments and conducts daily checks, which ensure any hazards in the home or garden are quickly and efficiently minimised. The childminder ensures that no children are able to leave the home unattended by removing her keys from the front door, and she prevents younger children from climbing the stairs alone by using a stair gate. She has now conducts through risk assessments on every outing they attend. This ensures children play in a safe and secure environment, and they are kept free from harm.

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provision

The childminder monitors the educational programmes well. She regularly tracks and monitors children progress, which enables her to identify any gaps in their learning. The childminder receives support from a local authority advisor and regularly attends local authority updates and training, which assists her in keeping up to date with requirements and providing a good service. The childminder understands the importance of professional development. She has recently attended safeguarding training, which helped her to improve her knowledge of requirements. She has achieved a level 3 qualification in childcare, which has given her a good understanding of child-development and how children learn. As a result, children receive good-quality teaching in preparation for school. The childminder has made good progress since her last inspection. She received support form her local authority advisor to develop her planning and assessment, and now ensures

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provision

The childminder is keen to improve the quality of her provision, and undertakes regular self-evaluation to help her to identify the strengths and weaknesses of the provision. Parents contribute to this process through the use of questionnaires and verbal dialogue. Including them in processes in this way helps to strengthen the good-quality partnerships with parents. They comment how their children 'have a great time' and 'are happy' in the childminder's care. The childminder shows a good understanding of the importance of working with other professionals, to support the children and to ensure that they receive the support and continuity they need to make consistently good progress in their learning and development.

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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 EY103342 Local authority Trafford Inspection number 872426 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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