Childminder in Salford

Inspection date

Previous inspection date 10 March 2015 9 February 2011

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This inspection: Good 2

Previous inspection: Good 2 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 have formed secure attachments and developed positive relationships with the childminder, which promotes their emotional well-being. They establish good friendships with other children who attend and are fully motivated and engaged in their activities.  The childminder undertakes 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.  Children's self-esteem is high as the childminder continually praises their efforts and achievements.  The childminder has a secure knowledge of her responsibilities in keeping children safe. She has recently completed child protection training, and she reviews risks in the environment regularly to ensure children's well-being is effectively promoted.  The childminder is committed to promoting good-quality provision and she effectively

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This provision is good

reflects upon her practice to support her to identify areas for development.  Strong partnerships with parents enable the childminder to extend children's learning effectively when they are in her care. She keeps parents informed of progress made through regular progress summaries. The childminder also supports parents with ideas about how they can enrich their child's learning experience at home.

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It is not yet outstanding because:

 The childminder does not always use different teaching strategies, such as consistently asking challenging questions, to enhance children's critical thinking skills.  Opportunities for children to write and make marks are not always optimised in all areas of play. As a result, there are missed learning opportunities to promote children's early writing 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

 enhance children's ability to manage problems or plan what they are going to do, through discussion and experimentation, for example, by using questions that challenge children to think and supporting them to develop ideas or solutions for themselves  enhance children's opportunities to practise freely and give purpose to their early writing by providing more opportunities for them to write in all areas of play.

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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, 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 had a tour of the areas that are used for minding children.

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who attend. This is good

The childminder provides a varied range of activities and experiences to support children's good progress across the seven areas of learning. She makes observations of children to capture their achievements and identify their next steps in learning. Children thoroughly enjoy their imaginative play, creating tea parties and shopping experiences. The childminder interacts well, helping children to develop their ideas. However, opportunities for children to write and make marks in all areas of play, for example, writing shopping lists are not always available. As a result, there are missed learning opportunities to promote children's early writing skills. The childminder sensitively offers support to children and makes good use of opportunities to repeat language and introduce new words and sounds. As a result, children are making good progress in their communication and language skills. Children's interest in numbers and shapes are well supported by the

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who attend. This is good

childminder. She extends children's knowledge, so they start to understand about size and measuring. While the quality of teaching is good overall, children's ability to problem solve is not always maximised. This is because the childminder does not always encourage children to think through problems for themselves and come up with their own answers.

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good

The childminder supports children to learn how to keep themselves safe; for example, they understand how traffic lights control traffic and make it safe to cross the road. This is promoted through activities and everyday routines. Children also develop an understanding of healthy lifestyles, such as the importance of a healthy diet and exercise. The childminder takes children to different play groups and visits local places, where they have opportunities to mix with other children. This supports children in socialising with others, gaining confidence and emotional independence, which equips them well for their future learning. The childminder promotes their independence through everyday routines, such as putting on their own shoes and coats. She also supports children to make choices over their play by presenting a selection of resources at their height.

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provision is good

The childminder strives to keep her knowledge and skills up to date. Since her last inspection the childminder has achieved a foundation degree in Early Years which has further increased her knowledge. She utilises this knowledge effectively into her practice to promote outcomes for children. The childminder regularly seeks the views of children and parents, to contribute to her self-evaluation systems and she has acted upon recommendations made at her previous inspection. For example, she has developed an effective system for observation and assessment to support her in identifying and monitoring individual children's needs. As a result, she is able to offer appropriate experiences for children to enable them to make good progress. The childminder completes the progress check for children between the ages of two and three years, which ensures any additional help can be sought quickly if required.

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Setting details

Unique reference number 504141 Local authority Salford Inspection number 855522 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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Name of provider

Date of previous inspection 9 February 2011

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Telephone number

The childminder was registered in 2001 and lives in Swinton, Manchester. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification.

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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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