Childminder EY381206

Inspection date

Previous inspection date 11 October 2017 8 January 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 demonstrates good teaching skills. She completes regular observations and assessments of children's learning. She monitors their progress and consults with parents from the very beginning to gather information from home and to share information about achievements. Children make good progress.  Children have formed strong bonds with the childminder. They regularly seek her out to play and for reassurance when needed. The childminder teaches children to explore a range of feelings they can label and describe how they feel from an early age. This helps them to express themselves and helps to support their emotional well-being.  The childminder provides a homely and well-resourced environment. Children access a dedicated playroom where they make independent choices in their play.  The childminder supports children's communication and language skills in a range of effective ways. She sensitively repeats sentences to children to enable them to hear the

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This provision is good

correct pronunciation of words. Children are eager and motivated to extend their vocabulary. For example, they copy new words with confidence, such as xylophone.

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It is not yet outstanding because:

 While the quality of the childminder's teaching is good, occasionally, the childminder's planning for activities does not make the best use of the information gained from children's assessments.  The childminder has not yet focused her professional development on raising her teaching to an outstanding level.

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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

 focus even more precisely on children's next steps in development when planning for activities, to help them to make even greater rates of progress  enhance professional development plans to help raise the quality of teaching to an outstanding level.

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Inspection activities

 The inspector observed the quality of teaching during activities and free play. She assessed the impact this has on children’s learning.  The inspector viewed a range of documentation, including evidence of the suitability of adults living on the premises.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector observed a planned activity and jointly evaluated it with the childminder.  The inspector viewed written feedback provided by parents prior to the inspection and she took account of their views.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder provides a safe and secure environment for children. She conducts regular risk assessments and teaches children the house rules; this helps to keep them safe. The childminder has a good understanding of how to recognise the potential signs of abuse. She is familiar with the local procedures in place to report any concerns regarding children's safety or welfare. The childminder has high expectations of her provision. She makes regular improvements. She bases these on how she can improve her provision for children. For example, since her last inspection, she has made changes to her outdoor area to enable children to access it more freely.

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Quality of teaching, learning and assessment is good

The childminder sensitively interacts with children as they play. She often participates alongside them and models ways to do things. For example, during a gluing and sticking activity, the childminder creates her own picture. This helps children to understand the concept of moving the brush around the paper to spread the glue and helps them to develop their physical skills. Children initiate story time. The childminder sits with children and encourages them to turn the pages and lift the flaps in the book. She uses an expressive tone and asks a range of challenging questions. Children respond with enthusiasm and anticipate what will happen next. This helps to promote their communication, language and literacy skills. The childminder introduces a range of mathematical concepts from a young age. For example, children compare the sizes of toy hedgehogs using mathematical language and they count bricks as they build towers.

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Personal development, behaviour and welfare are good

The childminder is very positive with children. She offers them praise for their efforts and they respond by smiling proudly. Children behave well at all times. They are able to adapt to changes in routines and show that they feel secure in their surroundings. The childminder knows children well and supports their physical well-being. For example, she recognises when children are tired or hungry and offers them food and rest at appropriate times. She offers a healthy and well-balanced diet for children and bases her menu around individual food preferences to ensure that children eat well. She takes children to regular groups and on outings to local parks. This gives them the opportunity to interact with children of their own age and contributes to developing their social skills.

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Outcomes for children are good

Children are working well within the age bands expected for their age. They are well prepared for their next stage in learning. Young children persevere. For example, when attempting to put lids back onto a glue stick, they keep trying until they succeed. Children are confident and enjoy learning. They are able to maintain concentration during self- chosen play for good amounts of time, in relation to their age. They use their imaginative skills and are confident. For example, they pretend to read stories to dolls; they use a range of tones as they recall the stories and take on the role of the adult.

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Setting details

Unique reference number EY381206 Local authority Trafford Inspection number 1065250 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 5

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Name of registered person

Date of previous inspection 8 January 2013

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Telephone number

The childminder registered in 2008 and lives in the Stretford area of Manchester. She operates all year around, Monday to Friday from 7.30am until 5.30pm.

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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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