Childminder EY337111

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 exchange detailed information about children's individual learning and development with other settings they also attend. This means that information is not always shared to help promote continuity of children's care and learning.  The childminder does not always use accurate assessments to precisely identify individual children's next steps in learning. He does not always consider children's individual interests when planning activities. This means that, sometimes, children are not highly stimulated and keen to join in.  The childminder does not consistently monitor all children's progress towards their early learning goals.  The processes for self-evaluation are not robust enough to identify and address all weaknesses in practice.

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It has the following strengths

 Positive partnerships with parents are in place. The childminder updates parents daily about their children's care and the activities they have been involved in. Parents comment positively about the care he provides for their children.  The childminder has accessed an array of training courses to help improve the quality of care for children. Some examples of training include, updating knowledge of risk assessments, inclusion and managing childhood asthma.

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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

 establish effective partnerships with other settings children also attend and regularly share detailed information about children's individual learning and development 09/04/2016

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Due Date

 use the information gained from observations and assessment of children's learning to precisely identify children's individual next steps in learning, and plan activities that are highly stimulating and inspire all children to eagerly participate. 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 their early learning goals from their individual starting points  devise and implement thorough self-evaluation which strengthens the links between identified priorities and plans for improvement.

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Inspection activities

 The inspector observed activities and interactions between the childminder, his 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 his 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

The arrangements for safeguarding are effective. The childminder is fully aware of his responsibilities with regard to child protection and the procedures to follow should he have concerns about a child in his care. The childminder considers the views of parents and children when making changes to his practice. However, he has not reflected on weaker areas of his provision. The childminder does not always share detailed information about children's development with other early years settings where children also attend. This means that a highly collaborative approach to promoting continuity in children's care and learning is not in place. The childminder does not consistently monitor the progress all children make across all areas of learning. Occasionally, the childminder works with an assistant and 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 childminder is well qualified and introduces counting and simple problem-solving tasks during story times with children. This contributes towards the development of their mathematical understanding. However, the childminder does not always precisely identify children's individual next steps and effectively plan activities that match their particular interests. Although some children become disinterested and wander off, the childminder draws them back to the activity. He helps to re-engage them through positive praise and encouragement. The childminder extends the activity and introduces finger puppets and children sing favourite nursery rhymes. This helps to promote their communication and language development.

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Personal development, behaviour and welfare are good

The childminder's home is well organised and children freely choose their own play activities and become independent learners. A range of experiences is offered to children to help promote their physical well-being. The childminder pays particular attention to ensuring the outdoor environment is an interesting place for children to learn in. They benefit from regular access to the garden and the childminder teaches children about growing their own flowers and vegetables. He regularly takes them out into the community to local parks, where children learn about the wider world. The childminder works very closely with his co-childminder and they complement each other well. He is a good role model. Children use good manners and the childminder effectively encourages them to share and take turns. Their emotional well-being is effectively supported. Children are happy and have formed strong bonds with the childminder.

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Outcomes for children require improvement

The childminder does not have an accurate system in place to provide a clear measurement from which to check children's progress. Despite this, children demonstrate that they are working within the range of development typical for their age. They enjoy themselves and have fun in the childminder's care. Children are confident in managing their own self-care skills and are developing some of the skills needed for their eventual move on to school.

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Setting details

Unique reference number EY337111 Local authority Trafford Inspection number 849218 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. He 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. He 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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