Childminder in Trafford

Inspection date

Previous inspection date 12 February 2015 6 July 2009

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This inspection: Good 2

Previous inspection: Satisfactory 3 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 Children are happy and settled, which helps them to form positive relationships and secure attachments with the childminder. Good settling-in procedures supports the childminder to work closely with parents and share significant information about the children.  The childminder undertakes detailed observations and assessments of the children to help her to identify their next steps in learning. She uses this information to inform planning of activities to ensure that children make good progress towards the early learning goals.  The childminder has realistic expectations of children and rules and boundaries set are age appropriate. As a result, children are responsive and behave well.  Children's safety is promoted well. The childminder has a secure knowledge of child protection issues and reviews risks in her environment to ensure children's well-being is effectively promoted. The childminder supports children's awareness of keeping

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This provision is good

themselves safe. She carries out child friendly risk assessments with them and reinforces keeping safe through their daily routines.  The childminder works closely with parents and the information they share on a daily basis supports children's well-being, learning and development. Parents are complimentary about the childminder and they are happy with the care and teaching that she provides.

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It is not yet outstanding because:

 The childminder does not always use different teaching strategies, such as challenging questions, to enhance children's critical thinking skills.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 extend the use of a wider range of teaching strategies, for example, by asking more challenging questions to support children's critical thinking skills further and giving them time think about their answers and to respond

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection and observed play, teaching and learning opportunities.  The inspector looked at a selection of documentation, including children's information, risk assessments, certificates, policies and procedures and evidence of the suitability checks for all adults living in the household.  The inspector reviewed written comments from parents and took account of their views of the service provided by the childminder.  The inspector carried out a joint observation with the childminder.  The inspector toured the areas of the premises where childcare is provided.

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who attend. This is good

The childminder demonstrates a good understanding of children's interests and individual needs. She uses this knowledge well, within her teaching, to plan appropriate and stimulating activities to promote their development in all areas of learning. The childminder fosters communication and language skills well. She engages children in conversation and supports their pronunciation by repeating the word back to them correctly. Young children are encouraged to engage in sensory activities and this is promoted through the resources and the activities provided. During adult-led activities children are given the time to explore resources and the childminder sensitively extends their play, while giving the children the freedom to investigate. For example, she promotes children's early writing skills through painting, by encouraging children to explore the different marks that they can make. However, the childminder does not consistently ask

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who attend. This is good

effective questions that require children to consider and discuss options but sometimes offers her own solutions before allowing the children time to consider what to do next.

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good

Children are happy, inquisitive and show good levels of self-esteem. Children behave well and they are eager to help the childminder to keep the environment tidy and safe. Children clearly recognise the established routine of cleaning their hands before eating. This supports them well in starting to develop suitable ideas of appropriate personal hygiene practices. They learn about a healthy lifestyle and balanced diet through healthy choices at snack time, where children choose what they would like to eat. The childminder takes children to attend different play groups and visit local places, where they have opportunities to mix with other children. This helps them develop a sense of belonging in the local community. This also supports children in socialising with other children, gaining confidence and emotional independence, which equips them well for their future learning. Children are encouraged to make choices over their play as the childminder presents a

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good

large selection of resources at their height. Therefore, children's independence is promoted from an early age.

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provision is good

The childminder has regular opportunities to share children's learning and development with parents. As a result, parents are aware of how their child is progressing. Parents contribute to the childminders knowledge of their child by completing observations which inform her of learning that has happened at home. The childminder is committed to promoting good-quality provision and she effectively reflects upon her practice to support her to identify areas for development. She continues to keep her knowledge and skills up- to-date and uses these well to promote outcomes for children. She has acted upon recommendations made at her previous inspection. She has developed an effective system for observation and assessment to support her in identifying individual children's next steps in their learning. As a result, she is able to help children to make good progress.

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Setting details

Unique reference number 500273 Local authority Manchester Inspection number 819301 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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Telephone number

The childminder registered in 1992 and lives in Chorlton, Manchester. She operates all year round, from 8am to 5.15pm, Monday to Thursday, except for bank holidays and family holidays.

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Telephone number

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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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, safeguarding and child protection.

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Telephone number

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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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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