Childminder 504109

Inspection date

Previous inspection date 25 February 2016 13 November 2014

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Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 Since the last inspection, the childminder has welcomed support from her local authority and has taken steps to address the issues raised. However, her checks on the quality of her provision are not secure enough to help her independently identify areas where improvements can still be made.  Information gathered from parents when children start tends to focus on their care needs. The childminder does not make good use of what parents know about what children can do to help her precisely assess their learning needs.  The childminder does not consistently use the information gained from her own observations of children to specifically assess their levels of development and plan precise ways to help them make good progress.  Freely available play materials do not consistently give children good levels of challenge.

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It has the following strengths

 Children are happy and settled. They enjoy loving and affectionate relationships with the childminder which helps to promote their emotional well-being.  The childminder is very experienced and teaches the basics well, she is very committed to ensuring children are ready for school. Children are achieving within the range of development typical for their age.  The childminder places a strong focus on developing children's language skills, their physical development, independence and confidence. She models language and supports children as they develop their early communication and literacy skills.

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

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Due Date

 ensure that assessment and monitoring are effectively used to identify the next steps in children's learning and provide challenging opportunities that enable them to make good progress 01/04/2016

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Due Date

 encourage parents to contribute to the initial assessment of children's starting points, in order to plan more effectively to meet their learning needs. 01/04/2016

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Due Date

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

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Due Date

 improve the process for self-evaluation that effectively identifies priorities for development and enables challenging targets to be set  extend the range of play materials to fully meet the developmental needs of all children.

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Inspection activities

 The inspector observed activities in the childminder's home and spoke to the childminder and children at appropriate times during the inspection.  The inspector observed interactions between the childminder and the children present.  The inspector observed the childminder doing an activity with children, and subsequently, asked the childminder to evaluate the activity.  The inspector looked at children's records, including observations, the available planning documentation and a range of other documentation, including policies and procedures.  The inspector checked evidence of suitability of adults living on the premises and the childminder's qualifications.

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Effectiveness of the leadership and management requires improvement

The arrangements for safeguarding are effective. The childminder is very experienced, she has completed relevant training and received individual support from her local authority adviser. This has raised her awareness of legal requirements. The childminder implements appropriate procedures to protect children from possible harm and has systems in place to ensure data protection. However, systems to continuously evaluate the effectiveness of the provision, particularly the quality of teaching and learning, are not securely embedded. Partnerships with parents contribute successfully to children's emotional well-being. However, too little information is gathered from parents about what their child can do when they start, to inform planning immediately. Parents are well informed about the activities children complete and are encouraged to support children's learning at home.

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Quality of teaching, learning and assessment requires improvement

The quality of teaching and learning is variable. This is because the childminder does not consistently use the information from observations and assessments to clearly identify children's capabilities and the next steps in their learning. As a result, she is not always clear about specific priorities for children's learning. This means children typically make expected rather than good progress. The childminder instinctively uses some good teaching techniques to support children's learning as she plays alongside them. This helps children extend and develop imaginative play. They enjoy sensory play and confidently use a selection of tools to cut shapes and make models with dough. Children frequently demonstrate good levels of concentration as the childminder introduces and models new techniques, such as curling pipe cleaners. Encouraged by the childminder, children persevere as they develop their dexterity and coordination, in order to achieve this

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Personal development, behaviour and welfare require improvement

Children develop secure emotional attachments. They show how safe they feel as they explore confidently, make suggestions and engage enthusiastically in role play. Children have many varied opportunities to be active. For example, they excitedly pretend to gallop on a horse as they act out favourite stories or songs. Children access a range of well- presented resources independently. However, some of these lack challenge and fail to sustain the interest of children over three-years-old. The childminder routinely praises positive behaviour and children's achievements. This helps boost their self-esteem. Children are learning right from wrong and the importance of socially acceptable behaviour.

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Outcomes for children require improvement

All children are developing the key skills they need for school and are emotionally well prepared. They are confident learners who enjoy learning new skills within a safe and supportive environment. However, weaknesses in assessment, planning and available resources mean children typically make expected rather than good progress. Children enjoy their time with the childminder and parents are very happy with the care provided.

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Setting details

Unique reference number 504109 Local authority Salford Inspection number 999475 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 3 Total number of places 6 Number of children on roll 1

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Name of provider

Date of previous inspection 13 November 2014

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Telephone number

The childminder was registered in 2001 and lives in the Little Hulton area of Salford, Greater Manchester. She operates all year round from 7.30am to 6pm, Monday to Friday, 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

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Telephone number

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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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