Childminder EY337106

Inspection date

Previous inspection date 9 March 2016 13 August 2009

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3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Good 2

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3

Outcomes for children Requires improvement

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

 The childminder does not always share detailed information about children's learning and development with other settings that children also attend.  The childminder does not always use information from her assessments of children's learning to precisely identify their individual next steps in learning. She does not always consider children's individual interests and abilities when planning activities. This means that children are not always suitably challenged, fully engaged and motivated to learn.  The childminder does not consistently monitor the progress all children make across all areas of learning, towards their early learning goals.  The childminder does not always listen attentively to children to help promote their communication and language skills. She does not always extend their learning and help children to think and solve simple problems.  The childminder has not made best use of her self-evaluation process to fully identify all

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It has the following strengths

 Parents are kept up to date about their children's time with the childminder. They comment positively on how happy they are with the discussions they have with the childminder each day, about the activities their children have participated in.  The childminder has updated her knowledge through accessing a variety of courses, such as, understanding religious festivals, inclusion and sensory play.

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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

 share detailed information about individual children's learning and development regularly with other settings children also attend, and ensure that a joined-up approach is used to help improve outcomes for children 09/04/2016

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Due Date

 use information gained from observations and assessment of children's learning to precisely identify children's individual next steps in learning and plan suitably challenging activities that motivate and engage children. 09/04/2016

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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

 monitor the progress that all children make towards the early learning goals from their individual starting points  listen carefully to what children say and help extend children's communication, language and thinking skills  improve the focus of self-evaluation to inform the setting's priorities and set challenging targets to secure continuous improvement.

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Inspection activities

 The inspector observed activities and interactions between the childminder, her co- childminder and children throughout the inspection.  The inspector held discussions with the childminder and children throughout the inspection. She looked at evidence of the childminder's suitability and the suitability of other adults who also work on the premises.  The inspector looked at relevant documentation, such as, the childminder's self- evaluation, qualifications, training certificates, risk assessments and looked at a sample of her policies and procedures.  The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector spoke to a small selection of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management requires improvement

Self-evaluation is not yet accurate. The childminder does not always identify weaknesses when reviewing the quality of her provision. Therefore, improvements made are not always effective. Partnerships with other settings children also attend are not consistent. Opportunities are missed to share information about children's learning. The childminder has recently introduced new systems to help monitor children's progress. However, she has not yet implemented these to routinely check the development of all children. Older systems are still in use for some children and the childminder does not consistently check their development across all areas of learning. The arrangements for safeguarding are effective. The childminder knows the procedures to follow if she has concerns about a child. When working with an assistant, the childminder has a good knowledge of how to guide and support her to improve her practice.

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Quality of teaching, learning and assessment requires improvement

The well-qualified childminder engages with children during their free play. She talks to them about what they are doing and introduces mathematical language, such as big and small, and describes the size of the toys they are playing with. However, the childminder, sometimes, misses opportunities to encourage children to solve simple problems and extend their thinking skills. Furthermore, on occasions, the childminder misses opportunities to enhance children's communication skills. Responses to children's questions are sometimes limited. The childminder does not always use her observations and assessment of children's learning to precisely identify their individual next steps and plan successfully for their future learning. This means that occasionally, planned activities for children are not precise enough to offer an appropriate level of challenge.

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Personal development, behaviour and welfare are good

The childminder and her co-childminder work harmoniously together. They complement each other well and provide an interesting environment, which is well organised. The small number of children being cared for, helps foster good relationships. Praise and encouragement are regularly given to help support children's emotional well-being. The childminder uses a variety of means to help children learn about people from different backgrounds and cultures. This helps children to develop positive attitudes towards others. Children behave well. The childminder is a good role model. She uses good manners and encourages children to share and take turns in their play. Children's physical well-being is effectively promoted. They benefit from regular outdoor activities.

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Outcomes for children require improvement

Children develop some of the key skills to help them prepare for their move on to school. For example, they learn to be independent with managing their self-care skills, such as toileting and putting on their own coats. The childminder does not form a precise view of what progress individual children are making from their starting points. Despite this, children demonstrate that they are working within the range of development typical for their age. They are happy and confident individuals who are keen to share their particular interests through free play activities.

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Setting details

Unique reference number EY337106 Local authority Trafford Inspection number 849216 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 11 Total number of places 6 Number of children on roll 12

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Name of provider

Date of previous inspection 13 August 2009

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Telephone number

The childminder was registered in 2006 and lives in Timperley, Cheshire. She operates all year round, from 7am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3 and works with a co-childminder. She occasionally works with one other co-childminder and one assistant.

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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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