Childminder in Salford

Inspection date

Previous inspection date 4 July 2016 2 October 2013

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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 worked hard on the issues raised at her previous inspection, in order to improve outcomes for children.  The childminder and assistants have a secure understanding of how children learn. They regularly observe children in play to gain an understanding of what children need to learn next. They plan interesting activities that motivate children and support them to make good progress.  Children's emotional well-being is supported through an effective key-person system. Opportunities are taken to help children form close attachments with their key person and to maximise the key person's knowledge of individual children's interests, skills and progress.  Children are supported to learn about similarities and differences between themselves and others. The majority of children at the setting speak Yiddish as their home language. The childminder and her assistants respect children's home language as well

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This provision is good

as supporting them to use and understand English.  The childminder has realistic expectations of children's behaviour and she sets age- appropriate rules and boundaries. Children behave well and when incidents occur they are dealt with quickly and calmly by distracting children's attention.

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It is not yet outstanding because:

 The childminder does not fully support parents to contribute their own information to children's ongoing learning and assessment or contribute to establishing what children know and can do when they first start at the setting.  The childminder has not yet established a highly focused programme of professional development to drive forward future improvements.

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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

 encourage parents to contribute their own information to children's ongoing learning and assessment and gather more detailed information from them about children's learning and development when they first start  focus more precisely on developing a targeted programme of professional development that ensures the high-quality practice is sustained and consistently improved upon.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector looked at a selection of documentation, including children's information, certificates, policies and procedures and evidence of the suitability checks for all adults living and working in the household.  The inspector toured the areas of the premises where childcare is provided.  The inspector observed children involved in a planned activity and discussed the outcomes of the activity with the childminder.  The inspector reviewed written comments from parents and took account of their views of the service provided by the childminder.  The inspector carried out a joint observation of the assistant with the childminder and discussed her evaluation of the teaching.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a good understanding of how to assess and minimise the environment for possible hazards. Both she and her assistants have a good understanding of child protection issues and what to do if they have a concern about a child's welfare. The childminder has good systems in place to monitor the progress that all children make. This helps to ensure that any gaps in children's learning are quickly identified and activities planned to support children to make good progress. The childminder has systems in place to supervise and support her assistants in order to maintain good quality teaching. She keeps parents informed of the progress that children are making and, overall, relationships with parents are good. Parents are complimentary about the teaching and care that their children receive.

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Quality of teaching, learning and assessment is good

The childminder and her assistants promote children's communication and language skills well. They listen carefully to children and give them time to talk. They repeat what children say and extend their vocabulary in English by giving them the English word as well. Children also enjoy joining in with singing, action songs and sharing books together. Throughout children's play their colour recognition, counting and concept of size are reinforced. Opportunities to develop children's small muscular skills are given. For example, children enjoy handling a variety of paintbrushes, manipulating paint sponges and making marks with water using a variety of tools.

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Personal development, behaviour and welfare are good

Children are well supported to develop their independence skills. They enjoy helping to arrange the setting for lunchtime by finding the correct number of chairs for all children to sit on. They wash their hands before eating and after messy play. Children enjoy talking about and learning about how to care for animals. They enjoy taking carrots to a neighbour's rabbit and thinking about the different foods that it might like to eat. While on this outing they are also taught about the dangers of crossing the road and how to do it safely. This helps children start to develop an understanding of potential hazards. Children have regular access to physical exercise in the garden, the park and when they attend the local children's centre and soft play centres. They also have regular exercise sessions in the setting. This helps them to keep active and begin to understand the importance of leading a healthy lifestyle.

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Outcomes for children are good

Children have formed good emotional attachments with the childminder, assistants and other children that attend. They receive consistent and high levels of praise, which helps them to grow in confidence and promotes their self-esteem. They learn important social skills, such as sharing. For example, the childminder and assistants encourage children to ask each other to swap and share resources which they would like to play with. Children are making good progress in their learning and development. They are supported to make the move to nursery through lots of discussion about school. The childminder also supports them to develop the skills needed to be well prepared for their future learning.

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Setting details

Unique reference number EY461540 Local authority Salford Inspection number 1043368 Type of provision Childminder Day care type Childminder Registers Early Years Register Age range of children 2 - 3 Total number of places 9 Number of children on roll 12

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Name of registered person

Date of previous inspection 2 October 2013

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Telephone number

The childminder was registered in 2013 and lives in Salford, Manchester. She operates all year round, from 8.30am to 4.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She works with two assistants.

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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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