Childminder in Salford

Inspection date

Previous inspection date 16/12/2014 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

 Children are safe because the childminder implements effective safeguarding policies and practice and supervises children well.  Teaching is good. The childminder provides a good range of activities that stimulate and engage children in their play. Consequently, children are motivated to explore, learn and develop.  The childminder involves parents through a good exchange of information, which includes sharing of children's activities and achievements at home.  Self-evaluation and action planning is effective as the childminder reflects on her practice to identify areas for development and improve outcomes for children.

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It is not yet outstanding because

 Children are not always fully aware of the wider range of resources available, which means that they cannot always choose what they want to play with.  Opportunities for young children to explore and investigate using all of their senses are not fully maximised. This is because they do not always have easy access to a wide variety of everyday objects and natural materials.

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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 activities and interaction between the childminder and the children during play.

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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 documents relating to the Early Years Foundation Stage provided by the childminder, including children's assessment records and evidence of the suitability of the childminder and other adults in the household.  The inspector considered the views of parents and discussed self-evaluation.

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Information about the setting

The childminder was registered in 2000 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her adult sons in a house in the Eccles area of Salford. The whole of the ground floor, bathroom on the first floor and the rear garden are used for childminding. The family has a cat as a pet. The childminder attends toddler groups and activities in the community. She visits the shops and park on a regular basis. The childminder collects children from the local schools. There are currently eight 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.

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

 extend opportunities for children to choose what they want to play, for example, by developing a photograph book so children can choose from all available resources

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

 enrich young children's opportunities for developing their senses, for example, by using natural objects and everyday items so that they can investigate and explore a wider range of sensory items and tactile materials.

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who attend

The childminder knows individual children's likes and dislikes because she observes them in their play. She uses what she finds out to identify areas of development for individual children. The childminder supports children to achieve their next steps in learning through offering a wide range of focused activities. As a result, children are keen and eager to learn. The childminder makes use of local parks and community groups to promote children's physical development and social interaction with others. The good range of experiences and quality teaching means children are making good progress in their learning and development and are acquiring the key skills required for the next stage in learning.

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who attend

Young children develop their physical skills as they control their bodies to climb in and out of the ball pool. The childminder provides children with opportunities to problem solve through playing with shape sorters. Children enhance their mathematical awareness by realising objects are different sizes and by experimenting with putting smaller objects inside larger ones. The childminder talks to children while they play and uses repetitive language; therefore, children develop their communication and language skills. The childminder works with other settings that children attend and discusses individual learning and development stages. This means children's individual needs are met.

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who attend

The childminder gathers information from parents and uses it to accurately assess children's starting points, which enables her to plan children's experiences based upon what they can already do. The childminder is friendly and spends time with parents at the end of each day talking to them about the children's care and activities. Therefore, a consistent approach is created and parents are able to continue learning at home. Children press buttons on technological toys and realise this instigates music to start. Therefore, they are developing an understanding of how things work and of cause and effect. While children are starting to learn about how things work all opportunities for them to enhance their investigation and exploration skills have not been fully explored, for example, by making a range of natural materials and everyday items available to children.

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

The childminder works closely with parents before a child starts in her care. She gathers information about children's interests and personalities, so that she can plan for their emotional well-being and care needs. This supports children to settle easily into her care. The childminder provides a warm and welcoming environment where children feel emotionally secure. She responds well to children's individual needs. For example, the childminder recognises when children are tired, gives them their bottle, cuddles them and puts them down for their nap, following their home routines closely. The sensitive support from the childminder means children are emotionally well prepared for their next stage in learning.

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

The childminder displays a list of rules for children to follow while in her care. She talks to children about the rules, which supports them in understanding how to behave. She praises children's positive behaviour, which reinforces the expectations of what children should do. Consequently, children behave well. The childminder regularly takes children to the park and they develop their skills in using challenging apparatus, which means they are taking risks and learning about how to keep themselves safe. Children are confident and happy to explore the environment and resources that are available, which supports their growing independence. However, there are other resources available that are out of sight. This means children are not always fully aware of the wider range of resources available.

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

The childminder displays images, which show children the importance of keeping hands clean. She ensures children wash their hands before eating. If children do not clean their teeth at home then the childminder supports them to clean their teeth while in her care. This supports children's understanding and implementation of healthy lifestyles. Children play outdoors every day so they get plenty of fresh air. Parents provide the children's lunch and the childminder supplements this with healthy snacks ensuring children receive adequate nutrition.

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provision

The childminder has a good understanding of the signs and symptoms of abuse and her responsibilities for safeguarding children, which means that they are well protected from harm. She is clear on the procedure to follow should an allegation be made against her, which means she can act swiftly if the need arises. The childminder carries out regular safety checks and risk assessments to ensure that her provision is as safe as possible. All adults who live on the premises have undergone suitability checks to show that they are safe to be in contact with children. This helps to protect children. The childminder has procedures in place to safely manage the images of children, which contributes to safeguarding them.

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provision

The childminder holds a relevant early years qualification at level 3, which gives her a good understanding of how children learn. Therefore, she is able to monitor the educational programme and support all children to make good progress in their learning. The childminder continuously reflects on her practice and improves her provision on an ongoing basis. She meets with other childminders and they share best practice, which enables the childminder to provide good quality care. The childminder keeps herself up to date through using the internet and participating in professional groups. Consequently, the childminder has identified future areas to improve. For example, she has sent a letter out to parents to find out more about what children eat at home and to raise their awareness of the contents of different foods. Therefore, the childminder demonstrates a clear capacity to improve.

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provision

The childminder works in close partnerships with parents and they share information in a variety of ways, for example, through written feedback, face-to-face meetings, telephone calls and text messages. As a result, children's learning and well-being are supported, as parents and carers are well informed about their children's current interests, abilities and next steps in learning. The childminder is proactive in working in partnership with other settings children attend, to ensure that verbal information on children's care and learning is exchanged. Consequently, a joined up approach supports good coherence in children's learning.

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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 504168 Local authority Salford Inspection number 855523 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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