Childminder in Manchester

Inspection date

Previous inspection date 27/11/2014 08/03/2010

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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

 The childminder understands how children learn. She provides a wide range of toys and challenging activities based on children's interests. As a result, they happily engage in their play and make good progress in their learning and development.  The childminder is sensitive, loving and attentive, ensuring each child is made to feel special. Consequently, children display a strong sense of belonging and are confident to explore and learn in this warm, welcoming, stimulating environment.  The childminder works in close partnership with parents to meet the individual needs of each child and has a clear drive for the continuous improvement of her service.  The childminder is clear about her role in safeguarding children and is aware of the action to take and who to contact should she have any concerns regarding their welfare.

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It is not yet outstanding because

 The childminder does not always foster young infants' developing sensory awareness because they have less opportunity to explore different media, such as paint and corn flour.

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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 the childminder's practice and her engagement with children throughout the inspection, and conducted a joint observation with the childminder.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection and observed lunch time.

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Inspection activities

 The inspector viewed the children's learning journals, a selection of policies and records, including risk assessments, medication records and safeguarding procedures.

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Inspection activities

 The inspector checked evidence of suitability of household members and recent training and qualifications completed by the childminder.

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Inspection activities

 The inspector took into account the views of parents and carers from written comments recently obtained by the childminder.

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Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and two children in Timperley, Cheshire. The whole of the ground floor and the bathroom on the first floor are used for childminding. The rear garden is available for outdoor play. The childminder attends toddler groups and activities in the community. The childminder collects children from local schools. There are currently four children on roll, one of whom is in the early years age group. The childminding provision operates all year round from 8am 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:

 extend and enhance opportunities for young infants to explore a wider variety of media, for example, through paint and corn flour, so that they are consistently motivated to learn about their world through their senses.

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who attend

The childminder understands how to engage young children and capture their interests to help them to learn through play. Teaching is strong as she provides a variety of interesting and challenging experiences that meets the needs of all children. For example, young infants engage in purposeful, hands-on learning experiences. They show high levels of curiosity and are inspired to be mobile when they are provided with some fascinating items to investigate. They explore cause and effect toys, as they turn knobs, press buttons and lift flaps to produce different sounds, movement and lights, and wave their arms with delight as their actions cause an effect. The childminder makes effective use of her child development knowledge. She conducts regular observations, which are used to plan appropriate next steps in learning for each child. She also uses formal tracking methods to accurately assess the ongoing progress which children make over time. This provides a full

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who attend

picture of what children can do and, therefore, accurately assesses their needs and the next step necessary for their continued development. As a result, children make good progress across all areas of learning and they are well prepared for the next stage of learning, either at nursery or school. The childminder works effectively in partnership with parents to support children's individual needs. She collects useful information about what children can do before they start so that she has a clear idea of children's starting points. She completes the progress check for the relevant children between the ages of two and three years and shares this with parents. This provides them with an accurate assessment of children's progress and identifies any gaps in their learning. Daily discussions with parents help to keep them informed about their children's progress and how learning can be extended at home. Therefore, the childminder successfully promotes and encourages

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who attend

Children play in a well-resourced, child-friendly environment. The childminder provides a wide selection of resources, most of which are freely accessible to the children. As a result, they can make their own choices and decisions about what they wish to play with. Additional resources are stored away and these are rotated on a regular basis in line with children's interests. The childminder has a flexible approach to promoting play. She skilfully ensures that there is a balance of adult-led and child-initiated activities, which challenges children's thinking and ensures that every child is an enthusiastic, competent learner who feels valued and included. For example, older children are provided with a variety of opportunities to engage in art and craft activities, where they make marks using a variety of media. This helps to develop their early writing skills. They engage in baking activities where they learn about different ingredients and the changes that take place

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who attend

when mixed together. Young infants are provided with opportunities to explore natural materials, such as sponges and cones, alerting them to different textures. They participate in regular visits to a sensory centre where they are able to explore an environment filled with soothing sounds, moving colours and lights. This promotes their sensory awareness and understanding of the world. However, the childminder does not make the best possible use of opportunities for young infants to explore a wider variety of media. For example, by encouraging young infants to explore media, such as paint and corn flour, to enable them to maximise the use of their senses through play.

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who attend

Young infant's early communication skills are developing well as the childminder listens carefully to them and models new words and uses simple sentences. This helps to familiarise young children with different words and meanings. They enjoy being held and spoken to as they explore a variety of age-appropriate books, such as hardback books with textures, and enjoy lifting the flaps to reveal a picture underneath. This enables young children to learn about speech patterns and encourages them to make different sounds. They smile excitedly and confidently as they use sounds in their play and enjoy babbling and use hand gestures to communicate their needs. The childminder captivates children's interests as she uses puppets to perform their favourite songs. They excitedly try to copy her actions and are provided with opportunities to explore the puppets that they put on their hands, developing their understanding of the use of objects. The

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who attend

childminder joins in children's play sensitively, as a result, children relish in the individual attention they receive. This interaction encourages children to feel relaxed and settled, and enables them to develop and learn key skills needed in readiness for school.

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

Children are warmly welcomed into the childminder's home which is well maintained, clean and child friendly. A variety of good quality toys and resources are located within easy reach, which enables children to make independent choices in their play. Space is organised well to enable children to move around freely. As a result, children are happy and confident to explore, and are motivated to learn through participation across a range of play experiences. The childminder implements effective systems to support children during the settling-in process. Parents and children are invited to the childminder's home prior to their child starting with her. This helps the child and parents become familiar with the childminder and other children. Detailed information is gathered from parents about their children's individual needs before they start. This enables the childminder to ensure that children are provided with familiar care routines. Young infants who have recently

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

settled show high levels of confidence and contentment. Consequently, settling-in procedures are effective in helping children to feel secure and are tailored to meet their individual needs. Partnerships with parents are strong and the daily exchange of both formal and informal information means that parents are kept fully informed about their child's daily experiences. The childminder's in-depth knowledge of the children in her care enables her to meet their individual needs effectively. As a result, children are confident, enthusiastic learners.

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

Children develop a close bond and secure relationship with the childminder. They clearly enjoy their time with her and thrive on her gentle interaction and attention. Young infants confidently explore their environment, showing high levels of interest in the toys provided. They eagerly gain the childminder's attention as they show her their chosen toys and happily engage in activities alongside her, developing their social skills and vocalising happily. The childminder implements clear boundaries to develop children's understanding about acceptable behaviour. She rewards positive behaviour with lots of praise and recognition. Simple explanations are offered to older children, helping them to understand and reflect on unacceptable behaviour. Methods of distraction are used with young children, along with simple repetitive phrases, enabling them to develop their understanding of what is, and is not, acceptable. The childminder speaks in a calm, quiet

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

manner and manages behaviour in a way that is appropriate to each child's age and stage of development. For example, young infants are encouraged to participate in activities that promote their social skills in turn taking. They roll a soft ball to each other and are encouraged to take turns to push small balls into holes. Consequently, they develop an awareness of others and their first steps in sharing.

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

The childminder teaches children how to look after themselves. The implementation of daily routines empowers children to learn together and from each other. For example, older children are requested to be considerate to the needs of younger children as they watch out for their safety. Young infants are encouraged to hold the childminder's hand as they learn to walk, and sufficient floor space is provided to enable them to move around freely. As a result, the safety of children is promoted well. Children play with a variety of resources and enjoy activities to help nurture their appreciation of similarities and difference between themselves and others. For example, the childminder provides books which reflect positive images of diversity and plans activities to look at different cultural celebrations. Children's personal, social and emotional development is particularly well fostered. This promotes children's confidence and their enthusiasm for learning, which

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

helps ensure children are well prepared for their transition in to nursery or school. Children are actively encouraged by the childminder to develop healthy lifestyles, with a good focus on managing their own personal hygiene needs, relative to their age and ability. For example, young infants are provided with opportunities to feed themselves during meal times and help themselves to their drinking cups throughout the day. Daily routines promote hand washing and support children to manage their own personal needs. The childminder ensures her home is clean and safe and takes effective steps to minimise the risk of cross-infection, and to promote children's good health. She provides healthy, nutritious meals and snacks according to children's individual dietary requirements. Regular opportunities for physical exercise and outdoor play enable children to experience different weather elements and use their bodies in a variety of ways. For example, they

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

enjoy visiting the local park, playing in the garden and visits to play centres. This results in children being content, healthy and alert.

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provision

The childminder has a good understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She has secure procedures in place to follow should she have a concern about a child in her care. She regularly attends safeguarding training to ensure her knowledge is up to date and is aware of the signs and symptoms which would alert her to any child protection issues. There is a clear safeguarding policy, which also provides guidance about the use of mobile phones and cameras and a complaints policy. The childminder ensures all household members are vetted to determine their suitability. This effectively protects children from harm. Written risk assessments for her home and outings are reviewed on a regular basis. This ensures her premises are safe and close supervision of children ensures that risks to the children in her care are minimised. The childminder is trained in first-aid procedures,

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provision

which further protects children in the event of accident or injury. The comprehensive range of policies and procedures are applied and shared with parents. Consequently, they are well-informed of the childminder's responsibilities.

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provision

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. There is a broad range of activities offered and she ensures that children are provided with a range of enjoyable experiences that reflect their needs and interests. This enables children to make good progress. Clear assessments, matched to the requirements of the Early Years Foundation Stage, mean that the childminder knows where each child is in their stage of learning and where they need further support. She has a clear understanding and overview of the progress children make over time, and talks with confidence about their individual strengths and weaknesses. In addition, she gathers relevant information from parents at the start of placements. As a result, she can highlight what children need to learn next and plan appropriate activities to support each child's progress. The childminder has a good

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provision

understanding of her strengths and areas to develop because she is reflective about her practise. She has addressed the previous actions and recommendations from her last inspection. For example, she has revised her medication procedure and now obtains prior written consent from parents before administering any medication to children. In addition she ensures that children are now provided with healthy, nutritious meals and snacks which are prepared from fresh produce. She keeps up to date with current changes. She meets other childminders and the local authority advisor on a regular basis to reflect on practice and share ideas. Consequently, this helps her to identify areas for development and make the changes needed to further improve the provision. For example, she is planning to provide a summer house for children in her garden. This will extend their play experiences and provide a secluded area for reflection. She also recognises the value and

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provision

need of extending her practice to maximise opportunities for young infants to engage more frequently in sensory play experiences.

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provision

Positive relationships with parents are effectively promoted. The childminder has daily discussions to keep them informed of their children's progress, which supports them to continue their children's learning at home through similar activities. The observations and photographs taken of children at play help to keep parents well informed, together with her overview about where children are in their learning. Written comments from parents are complimentary about the childminder. Comments state that they are delighted with the opportunities and experiences their children receive and the good progress their children are making in her care. The childminder demonstrates through discussion an understanding of the importance in working in close partnership with parents and others. She has previously worked closely with other professionals involved with children with special educational needs and/or disabilities and implemented their advice to ensure

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provision

children's needs are met effectively. The childminder has established close links with local schools. She confidently discusses the arrangement for sharing relevant information with regard to children's learning and development to, ensure their progression is promoted and sensitive support provided by the childminder ensures that children are prepared for their move on to school.

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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 EY397664 Local authority Trafford Inspection number 875089 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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