Childminder 318547

Inspection date

Previous inspection date 20 April 2016 22 October 2015

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder has positively addressed the weaknesses identified at the last inspection. She has taken stock of the issues and has been driven to take action which has improved the provision for children. She has managed to significantly reverse the dip in quality and is well placed to continue to lead improvements even further.  The very exciting and well-planned play areas, both inside and outside, wholly engage children in activities that support their independent thinking and learning through play.  The childminder plans and provides activities which respond to children's individual interests. Children explore enthusiastically and they are motivated to play, engage and concentrate for long periods. Their levels of engagement and concentration help support them to make good progress.  The childminder uses her knowledge of how children learn very effectively to enrich children's play and promote their learning. She skilfully questions children to extend

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This provision is good

their thinking and communication, and effectively weaves in opportunities to develop children's skills in mathematics.  The highly respectful, nurturing care that the childminder offers and models, effectively supports children's strong relationships and their confidence. This has a significant impact on their impressive behaviour.

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It is not yet outstanding because:

 The childminder does not make best use of all opportunities to share information with other settings, as a way of helping to precisely support continuity in the assessment and planning for children's continued learning.  Professional development opportunities and training are not yet targeted at developing areas of expertise to help move towards delivering outstanding teaching practice.

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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

 strengthen further the sharing of information when children attend or move between settings, enabling a consistent assessment of children's learning needs and plans to help promote even swifter progress  broaden continuous professional development opportunities and include ways to develop expertise in teaching, that help to promote aspects of learning at the very highest levels.

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Inspection activities

 The inspector observed the quality of teaching during activities, both indoors and outdoors, and assessed the impact this has on children's learning.  The inspector observed the procedures in place to ensure children's safety and the communication with other professionals when collecting a child from nursery.  The inspector completed an observation of a planned activity and discussed the childminder's evaluation with her.  The inspector held discussions with the childminder. She looked at relevant documentation, such as training records, operational records and evidence of the suitability of household members.  The inspector took account of the views of parents using the childminder's own records.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. All adults in the household are vetted and safety measures are taken in the home to ensure children can play freely and safely. The childminder routinely refreshes essential elements of her training and she keeps abreast of issues around child protection. She strives to provide childcare of a high standard. Since the last inspection, the childminder has improved outdoor learning opportunities for children and has significantly enhanced the play environments for children both inside and outside. She has also made some progress in sharing information with some of the other settings children attend. These improvements have helped her secure good provision for teaching and promoting children's welfare.

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Quality of teaching, learning and assessment is good

The way that the childminder has transformed her home and garden provides children with an exciting range of freely accessible play opportunities. These are planned and organised in a way that successfully helps children become self-motivated learners. They respond to their own ideas, enhance their play and make connections which make learning more meaningful. The childminder skilfully uses specific equipment, making the most of things which interest children, as a way to motivate and engage them. For example, on the day of inspection she used a child's interest in dinosaurs to encourage digging in the sand to find hidden dinosaur figures. She skilfully models and uses questions to encourage the use of describing words and to promote deep thinking and verbal responses. She also uses appropriate opportunities to promote counting and calculating. She spontaneously provides these opportunities for challenge because she knows the children very well.

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Personal development, behaviour and welfare are good

The childminder is very responsive to the children. They show how safe they feel as they explore with confidence and play with impressive creativity. Children benefit significantly from the childminder's good modelling of how to play, care and learn happily together. High expectations and consistent routines also contribute to children's good behaviour and self-care skills. Children have daily opportunities to be physically active. This includes some exciting opportunities to learn outdoors. The range of play opportunities provided to enable children to handle equipment, both small and large, helps them to develop refined physical skills. This is particularly beneficial to their early ability to hold and use writing tools for a purpose. Good communication with parents means that information about children's care and learning is regularly shared.

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Outcomes for children are good

The consistently good quality of teaching, the interesting resources and excellent relationships all contribute to the good progress children make. Children become keen learners. Their interest and ability to use pens and other materials help to provide an early interest in reading and making marks for a purpose. Children develop confidence using numbers in everyday situations. Furthermore, they problem solve thoughtfully, well supported through the childminder's effective demonstration of thinking processes. Children are happy in the setting and very well prepared for school.

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Setting details

Unique reference number 318547 Local authority Trafford Inspection number 1031813 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 9 Total number of places 6 Number of children on roll 6

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Name of provider

Date of previous inspection 22 October 2015

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Telephone number

The childminder was registered in 2000 and lives in Stretford, 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

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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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