Childminder in Salford

Inspection date

Previous inspection date 05/12/2014 05/11/2008

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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 quality of teaching is good and children benefit from having access to a wide range of stimulating resources which are relevant to their interests. Consequently, children make good progress given their starting points and are well prepared for the next stage in their learning.  Children are settled and happy in a warm, caring environment. They have strong, positive relationships with the childminder and other children.  Partnerships with parents and schools are good. This enables the childminder to share purposeful information, which effectively supports children's development at the provision, school and home.  Children are well protected as the childminder fully understands and effectively meets the safeguarding and welfare requirements of the Early Years Foundation Stage.

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It is not yet outstanding because

 Planned activities are occasionally over directed by the childminder, as she sometimes intervenes too quickly. This reduces the opportunities children have to solve problems for themselves.

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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 premises used for childminding.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection and discussed the learning that was taking place.  The inspector undertook a joint observation with the childminder.

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Inspection activities

 The inspector looked at documents relating to the Early Years Foundation Stage provided by the childminder, including children's assessment records.

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Inspection activities

 The inspector looked at a selection of policies, documentation and evidence of suitability checks, and took account of the information provide in the childminder's self-evaluation.  The inspector took into account the views of parents and children.

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Information about the setting

The childminder was registered in 1998 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, who is registered as her assistant, and two adult children in Cadishead, Manchester. The whole ground floor of the house, a bedroom, which is used as a playroom, on the first floor and the rear garden are used for childminding. The family has two pet rabbits. The childminder attends a toddler group. She visits the library and park on a regular basis and collects children from the local schools and pre-schools. There are currently nine children on roll, four of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am 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:

 provide further opportunities for children to develop their problem-solving skills, for example, by giving them time to explore resources and test out possible solutions before intervening with adult support.

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who attend

The childminder has a secure knowledge of the Early Years Foundation Stage and, as a result, children benefit from a good quality educational programme that effectively promotes their learning and development in all areas. She has an accurate understanding of the children's progress because she completes regular observations and assessments. She evaluates the information gained to identify the children's next steps and any gaps in learning. This enables her to focus the teaching on the areas where children need the most support. The childminder completes the required progress check for children aged between two and three years, and produces clear summaries of the progress. These are shared and reviewed with parents to promote continuity in care and to involve them in their children's learning.

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who attend

The quality of teaching is good and children learn through a positive balance of adult-led and child-led activities. Children enjoy their time at the provision as they explore the environment with confidence. They are keen to choose what they want to play with from the wide range of resources that are stored in clearly labelled boxes. Children excitedly play with a range of good quality and age-appropriate toys. For example, young children build towers with wooden blocks and older children enjoy making Christmas gifts and completing jigsaws. The childminder joins in with the children's play sensitively to enhance activities, in order to extend their learning. She encourages the children to have their own ideas by asking them appropriate questions and supports them to persevere if they encounter difficulties. However, sometimes during planned activities, the childminder intervenes too quickly and the children are not always given enough time to explore the

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who attend

resources and lead their own play. Children's communication and language skills are supported as the childminder provides good commentary of their play, introduces new words and reads stories. She supports mathematical development as she introduces counting, size and shapes into children's play. Children make good progress within the typical range of development expected for their age. As a result, they are gaining the necessary skills they need for the next stage in their learning and school.

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who attend

The childminder has established effective partnerships with the parents and involves them well in their child's learning by providing daily feedback regarding their learning experiences. She supports children's learning at home by lending appropriate resources. Parents say that they are extremely happy with the childminder and comment on the progress their children have made and the care the childminder provides. The childminder has developed strong partnerships with teachers from the pre-school and schools. This enables her to complement the children's learning to promote consistency and support children's future learning.

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

The childminder has established settling-in procedure in place, which supports children to settle quickly and smoothly into the provision. Consequently, children are confident and self-assured in communicating their needs and show a strong sense of belonging. This is a result of the positive relationships and secure attachments they have with the childminder. The childminder knows and understands the children well and is knowledgeable about their individual needs because she gathers a wide range of relevant information from parents during the settling-in visits. The childminder shares her knowledge of the children with relevant professionals to support a smooth move to pre-school and school. Children are supported to be emotionally prepared for their move as they are familiar with the buildings and teachers as they drop off and collect the older minded children.

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

Children's emotional well-being is effectively promoted through the friendly, welcoming provision. The stimulating, well-resourced environment promotes independence and confidence as the children access the resources themselves. The childminder is a strong, positive role model and sets high expectations for all children. She encourages the children to use their manners and gives clear indicators about how they are expected to behave. As a result, they behave well. For example, children are praised for sharing and looking after each other and when they have tided away resources. These practices encourage children's social development and promote their self-esteem, which supports them in their next stage of learning. Children develop a good understanding of how physical exercise fits into a healthy lifestyle. They are developing physical skills and confidence as older children play on climbing equipment in the garden and at play centres, and younger

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

children are supported to take their first steps. Children learn to keep themselves safe because the childminder makes good use of opportunities to talk about many aspects of safety; for example, children learn about road safety and how to keep safe when they use large equipment at play centres. Children are taught about why safety measures are needed and develop a good awareness of personal safety. There is a clear evacuation plan and children take part in regular fire drills so that they know what to do in an emergency.

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

The childminder supports children well with their understanding of healthy eating options and gives them clear messages about food that is good for them. Children learn about making healthy food choices as they have plenty of fruit, vegetables and healthy meals. The children have access to fresh drinking water throughout the day and the childminder reminds them to make sure they have regular drinks. As a result, children learn to recognise their own needs and help themselves to water when they are thirsty.

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provision

The childminder has a comprehensive understanding and knowledge of how to meet the safeguarding and welfare and the learning and development requirements of the Early Years Foundation Stage. Safeguarding policies and procedures are robust and implemented well. The childminder minimises potential hazards through effective risk assessments for her home and for outings. She has attended training on first aid and child protection, and therefore has a thorough up-to-date knowledge of these subjects. The childminder is fully aware of the signs and symptoms of abuse and is able to explain how to proceed should she have concerns about a child's welfare. All adults in the household have undergone relevant checks to ensure they are suitable to be around children. The childminder has a strong understanding of the procedures to follow if an allegation were to be made against herself or a member of her household. These well-established

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provision

arrangements help to ensure children are safe and well protected.

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provision

The childminder holds a relevant qualification at level 3 and uses her knowledge of how children learn to provide good quality experiences for them across all areas of development. She uses accurate assessments of children's development to plan appropriate next steps in learning. The childminder monitors children's progress by tracking their development over time and shares this regularly with parents. As a result, the provision meets the needs of all children and supports them to make good progress towards the early learning goals. The childminder very occasionally works with her husband, who is registered as an assistant. She monitors his performance and is well aware of the need to ensure he is fully up to date with all legislation, policies, procedures and the needs of all children. The childminder reflects on her work and able to evaluate her practice effectively. She shows a strong commitment to developing her service and

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provision

has identified some priorities for improvement. The childminder uses feedback from parents, children and childminders to support her to improve her practice. For example, since the last inspection, the childminder has successfully developed her planning and assessment systems to ensure that she effectively monitors children's progress. Consequently, children benefit from the continually improving service that the childminder provides.

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provision

The childminder has very positive partnerships with parents. She shares information verbally and through a two-way communication diary. This includes children's progress trackers and any other information about each child's day. This means that parents are always kept fully informed of how well their children are developing. The childminder understands the importance of working in partnership with other settings that the children attend. She has established strong links with pre-schools and schools to provide continuity and consistency for the children's learning. The childminder knows that there may be occasions when she is required to work in partnership with specialised professionals to support children with special educational needs and/or disabilities.

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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 307373 Local authority Salford Inspection number 867741 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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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

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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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