Sharif, Rukhsana Kousar

Inspection date

Previous inspection date 23 February 2015 13 July 2009

p.1

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

p.1

This inspection: Good 2

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

p.1

This inspection: Good 2

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

p.1

This inspection: Good 2

The setting meets legal requirements for early years settings

p.1

This provision is good

 The childminder provides a broad range of activities that supports children's interests and development needs. Planned activities support children's next steps in learning. Therefore, children make good progress in their learning.  Children explore resources and the environment with enthusiasm. They initiate their own play and are engaged and motivated in learning.  The childminder understands how to promote children's individual development needs. Children who speak English as an additional language are supported well as the childminder speaks a range of languages. In addition she liaises closely with parents to learn keywords in children's home language.  Children have formed positive attachments with the childminder. Children invite the childminder to join them in their play and are settled in her care. The childminder regularly praises children, which promotes positive behaviour.  The childminder is fully committed to developing her provision further. She attends

p.1

This provision is good

statutory and non-statutory training. The childminder has undertaken training opportunities, which support children's needs. This has a positive impact on children's learning and development.

p.1

It is not yet outstanding because:

 Children are not always well supported to think for themselves because they are not always given enough time to think about how to respond to questions.  The childminder does not always support children to understand about healthy lifestyles. Practices to support children to understand the importance of washing their hands, prior to taking part in cooking activities or eating, are not routinely in place.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 encourage children to develop their thinking skills, for example, by ensuring that they are given time to consider their answers carefully and respond to questions  ensure that children gain an understanding of how to manage their own hygiene and personal needs, by promoting hand washing before taking part in cooking activities or eating.

p.2

Inspection activities

 The inspector observed activities and children at play throughout the inspection and undertook a joint observation with the childminder.  The inspector spoke with children and the childminder at appropriate times during the inspection.  The inspector looked at documentation and discussed children's progress towards the early learning goals.  The inspector discussed the childminder's self-evaluation processes and plans for improvement.  The inspector checked evidence of the suitability of the childminder and other adults living in the household.

p.2

who attend. This is good

The childminder completes regular observations of children playing and plans a range of activities, which support children's developmental needs. Children play with a block sorting game. The childminder supports learning through encouraging children to sort the blocks into colour groups, asking questions and showing children how to point and count the blocks slowly. In addition, she uses keywords, such as more and less. This introduces children to new words, encourages mathematical understanding and supports developing language skills. As a result, the impact of teaching is good and children are making good progress. This means that the childminder helps children to gain the skills needed for their next stage in learning. However, at times, the childminder can ask too many questions at once. This does not leave enough time for children to process the information, consider an answer and formulate a response. Partnerships with parents are good. Parents are well

p.3

who attend. This is good

informed about children's achievements and regularly comment on children's progress.

p.3

good

The childminder creates an environment that is warm and inviting. Children have formed positive attachments with the childminder. They look at family photo albums, which help them to settle. They cuddle close to her as she reads books and invite her to join in with their play. Children begin to understand personal safety through being reminded to sit on chairs properly, so they do not fall. The children get plenty of exercise and fresh air on outings in the local environment and they go to various playgroups. Children are provided with a range of home-cooked meals, which incorporate food from around the world. Children's independence is promoted as they use the bathroom independently and choose resources. However, children do not always have the opportunity to understand the importance of personal hygiene needs. This is because children do not always wash their hands before taking part in a cooking activity or prior to eating. Children are prepared well

p.3

good

emotionally for the move to another setting, through discussions with the childminder.

p.3

provision is good

The childminder has a good knowledge of the learning and development requirements. She completes risk assessments and undertakes daily safety checks to ensure the environment is safe for children. The childminder has a good knowledge of effective safeguarding practice and is aware of the authorities to inform should she have any concerns. The childminder undertakes self-evaluative practice and seeks the views of parents through questionnaires. All recommendations from the previous inspection have been addressed, which shows a commitment to developing her service. She has identified priorities, which she would like to put in place to make further improvements. The childminder monitors children's progress so that she can identify any gaps in their learning. The childminder has forged good partnerships with parents and other professionals. This means that meaningful information is regularly exchanged. Therefore,

p.3

provision is good

children's care and learning needs are well met.

p.3

Setting details

Unique reference number EY380151 Local authority Manchester Inspection number 878807 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

p.4

Name of provider

Date of previous inspection 13 July 2009

p.4

Telephone number

The childminder was registered in 2008 and lives in Crumpsall, Manchester. She operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays.

p.4

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.

p.4

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.

p.4

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’.

p.5

Telephone number

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

p.5