Childminder EY443825

Inspection date

Previous inspection date 3 October 2016 29 February 2016

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 improved how she uses initial information from parents and her own observations of children's learning to make plans which help them to progress. She seeks detailed information from parents prior to children attending, in order to help promote their children's emotional and physical well-being.  Children enjoy challenging experiences which contribute to their good early progress. The childminder has improved her use of assessment from the outset of children attending. She precisely identifies what they know and can do, in order to build on this.  The childminder provides regular, detailed information for parents regarding their children's progress and parents contribute observations of their children's learning away from the setting. Good use is made of this to help plan for children's future learning.  The childminder effectively promotes children's development of independence, in

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This provision is good

readiness for school. She motivates children by celebrating their efforts and successes, contributing to their growing self-confidence.  The childminder reflects on her provision and also seeks parents' views to identify where improvements can be made. She has acted swiftly to address weaknesses raised at the previous inspection, showing a good commitment to continuous improvement.

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It is not yet outstanding because:

 The childminder does not provide children with exceptionally rich opportunities for them to learn about other people and communities outside their immediate family or experience.  Occasionally, the childminder does not make the best possible use of young children's interests and preferences to help enhance their learning.

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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

 increase the opportunities for children to have rich experiences that help them to learn about other people and communities, both in the wider world and locally  extend skills and knowledge of how to identify and use children's interests and preferences to enhance their learning.

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Inspection activities

 The inspector viewed the areas of the premises used for childminding.  The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector completed an evaluation of teaching with the childminder.  The inspector looked at relevant documentation related to the provision for children's welfare and learning, along with evidence of checks on the suitability of those living on the premises.  The inspector and the childminder discussed how the childminder reflects on her provision, in order to bring about continuous improvement.  The inspector looked at documents provided by parents to gain their views of the setting and spoke to children at appropriate times during the inspection.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a secure knowledge of procedures to report any concerns she may have about children's welfare. She regularly refreshes her knowledge of safeguarding through a variety of means, contributing to her up-to-date understanding of possible risks to children. The childminder is largely effective in identifying her professional development needs, building on the skills and knowledge gained through her qualification in childcare. She acts quickly when she recognises that children may need additional support to help them make greater progress. The childminder works effectively with parents and other professionals as part of helping children to catch up with their peers, including for their development of speaking skills.

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Quality of teaching, learning and assessment is good

The childminder organises resources so that they are accessible to children, promoting their development of independence and their opportunities to make choices. She recognises the importance of children making good progress in developing speaking skills, to help underpin their learning in other areas. The childminder describes what children are doing in their play, modelling speech in sentences. She asks children questions that encourage their thinking skills and their use of words learned recently. Children begin to use language correctly about relative sizes of objects, showing their thinking and learning in early mathematics. The childminder provides different sized pine cones, and makes good use of children's exploration of these to help them think about size. Children enjoy looking for conkers in bowls of leaves and join in counting these, developing their knowledge of number names and quantities.

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Personal development, behaviour and welfare are good

The childminder sets clear boundaries to help children learn how to manage their feelings and behaviour, and has high expectations for their progress in this. She recognises the importance of children being able to follow instructions, including rules, as part of readiness for school. The childminder helps children to learn how to take turns and share resources with others. She uses outings to help children gain the confidence to play alongside others, recognising how this contributes to their development of social and communication skills. The childminder encourages children to develop persistence when they attempt activities they find more difficult.

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Outcomes for children are good

Children begin to make good progress towards the skills needed for school from their earliest attendances. They settle rapidly and form secure attachments with the childminder, promoting their emotional well-being. Children quickly gain confidence, enabling them to talk more readily and begin to improve their speaking skills. They learn routines that promote their good hygiene. Children develop self-help skills, for example by helping to prepare their snacks, adding to their developing independence. They learn to use good manners and to share small tasks, such as tidying up. Children begin to gain an understanding of how to manage their safety. They learn to take small well-managed risks while developing their strength and coordination, including when playing outdoors.

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Setting details

Unique reference number EY443825 Local authority Salford Inspection number 1058510 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 8 Total number of places 6 Number of children on roll 9

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Name of registered person

Date of previous inspection 29 February 2016

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Telephone number

The childminder was registered in 2012 and lives in the Little Hulton area of Salford, Greater Manchester. She operates from 7.30am to 5.30pm, on Monday to Friday and all year round, excluding bank holidays and family holidays. The childminder has a relevant qualification at level 3.

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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

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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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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