Childminder in Salford

Inspection date

Previous inspection date 27 May 2015 20 October 2009

p.1

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

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 well-qualified childminder provides a range of planned activities, which support children's learning and development. Activities are based around children's natural interests and effectively help children achieve the next steps in learning. Children enjoy using a wide range of resources which engage them in learning. Therefore, children's progress is good.  Children have formed positive attachments with the childminder, they regularly invite her to join in their play. The childminder is very adept at understanding children's needs and offers constant reassurance. Children's achievements are celebrated, which means that children respond positively to praise. As a result, children's behaviour is good.  The childminder attends statutory training, such as safeguarding. She is aware of the authorities to contact, should she have concerns about a child's welfare. This has a positive impact on children, as she understands how to keep children safe.

p.1

This provision is good

 Positive partnerships are in place with parents. Meaningful information is regularly shared about children's needs. Consequently, the childminder understands children's home routines and offers consistency of care.  The childminder evaluates her practice regularly. She welcomes the views of parents, in order to develop her service further. The childminder has identified areas she would like to address as part of future improvements.

p.1

It is not yet outstanding because:

 The childminder, at times, is too directive when speaking to children. This means that children are not always given enough time to consider what they would like to do or formulate a response, when asked a question.  The childminder has not recently undertaken any professional development aimed at promoting children's early communication skills.

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

 ensure that teaching strategies consistently allow children to explore the environment, make choices and consider a response when asked a question  improve the quality of teaching, to support children's early language skills.

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 the childminder and children, 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 childminder's qualifications and the suitability of all adults living in the household.

p.2

who attend. This is good

The childminder completes regular observations of children as they play, so that she can identify their developmental stage. Planned activities are targeted to support children in achieving the next steps in their learning. Children enjoy taking part in a song and rhyme session. The childminder role models actions, and encourages children to join in with the repetitive words in the song. Children enthusiastically join in. The childminder provides a running commentary for children as they play, which reinforces learning. The impact of teaching is good, and children are making good progress. However, at times the childminder can be a little too over directive when speaking to children. This inhibits children choosing what they would like to play with and answering questions when they are asked. The childminder helps them to gain the skills needed for their next stage in learning. Parent partnerships are good and have a positive impact on children's learning

p.3

good

The childminder has created a warm and homely environment. Children explore the environment with enthusiasm and joyfully access the outdoor area. They are quickly reassured if they become unsettled, such as when they become tired. The childminder cuddles children and gives them comforters from home, which helps to settle them. Consequently, children's emotional well-being is effectively supported. Children go on regular outings to toddler groups and story time sessions at the library. This supports children's understanding of the wider world. Children enjoy activities outdoors everyday, such as hunting for shells hidden in the outdoor sand tray. This gives children regular exercise and access to fresh air. Children bring lunches from home, and the childminder provides healthy snacks throughout the day. Children are helped as they move to other settings. The childminder ensures that all carers are aware of children's needs and

p.3

good

developmental stage, so children's learning between settings is effectively promoted.

p.3

provision is good

The childminder has a good knowledge of the learning and development, and safeguarding and welfare requirements. She has a qualification at level 3, which has a positive impact on children's learning. Robust risk assessments are in place and daily safety checks are completed, to ensure the environment is safe for children. The childminder regularly evaluates her provision through reflecting on her practice and discussions with parents. The recommendations raised at the previous inspection have been addressed. For example, the childminder has developed her assessment procedures, so that activities support children's developmental stage. The childminder tracks children's progress, this means she is able to identify any gaps in learning. The childminder attends statutory training. However, the childminder has not recently refreshed her knowledge by accessing further training, in order to better promote children's early language skills.

p.3

provision is good

Partnerships with professionals are well established.

p.3

Setting details

Unique reference number EY280507 Local authority Salford Inspection number 872812 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

p.4

Name of provider

Date of previous inspection 20 October 2009

p.4

Telephone number

The childminder was registered in 2004, and lives in Salford, Greater Manchester. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. The childminder provides funded early education for two-, three- and four-year-old children.

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