Childminder EY337021

Inspection date

Previous inspection date 30 October 2017 20 January 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

 Children settle quickly as the childminder adapts her admission procedures to meet their individual needs. They respond well to her nurturing, caring nature and share warm, supportive relationships. This helps to promote their emotional security.  Children make choices about their play. They enjoy a broad range of activities in the childminder's home and in the local community. Children mix with others at local toddler groups, which helps to foster their social skills.  Children are encouraged to share and take turns. The childminder promotes their self- care skills effectively. She uses praise appropriately to foster their confidence. Children demonstrate a strong sense of belonging and are happy.  The childminder makes observations and assessments of children's play. She plans next steps, built around their interests, to promote their individual development.  The childminder captures children's enthusiasm. She talks to them about what is

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This provision is good

happening. This helps to enhance their understanding and their language development.  Partnership working with parents is strong and supports a joint approach to promoting children's care and their learning.

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It is not yet outstanding because:

 Monitoring of children's learning is not fully robust enough to ensure that they make the maximum possible progress in all areas of their development.  Self-evaluation is not rigorous enough to drive forward continuous improvement and enhance professional development to the highest 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

 sharpen monitoring procedures of children's learning to rapidly close any potential gaps in their individual development to help them to make maximum progress  enhance the process of self-evaluation to fully identify strengths and areas for development, to drive forward a programme of continuous improvement and extend professional development.

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Inspection activities

 The inspector had a tour of the premises used for childminding purposes.  The inspector observed the quality of teaching during activities and assessed the impact this had on children's learning.  The inspector held discussions with the childminder and children throughout the inspection.  The inspector looked at a selection of documentation, including children's learning records, parents' written comments and development plans, and discussed the childminder's self-evaluation process.  The inspector considered evidence of suitability checks carried out for all adults living or working within the home.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder knows the correct procedures to follow in the event of a concern regarding children's welfare. She holds a current paediatric first-aid qualification. The childminder uses effective risk assessment to help maintain a safe learning environment for children. The childminder uses parents' knowledge of what children can do and what they enjoy to help inform planning of initial activities that are developmentally appropriate. She builds on children's ongoing interests and recent experiences, which helps to support continuity in learning. The childminder has a good understanding of how to share information with other professionals to help support children's learning and their care. Parents' comments are very positive about the quality of the provision and the progress that children make in their learning.

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Quality of teaching, learning and assessment is good

The childminder asks questions to extend children's thinking as she plays alongside them. She introduces new language to extend their vocabulary. The childminder supports children's understanding of relative size. For example, she helps to categorise leaves into which are the biggest and the smallest. The childminder captures children's curiosity and interest. For example, they become fascinated as they swirl glue onto the leaves to create unique marks and form patterns. This helps to support their creativity, physical development and early writing skills. Children use their imaginations as they play with a range of toy vehicles. They explore cause and effect as they engage with electronic toys, which helps to foster their technology skills. Children talk excitedly about a recent visit to the airport, which contributes to widening their experiences.

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Personal development, behaviour and welfare are good

The childminder uses her experience effectively to create stimulating learning opportunities. She promotes children's independence well. For example, they are encouraged to wash their own hands and help make their sandwiches at lunchtime. The childminder helps children to learn about healthy lifestyles. For example, they eat fresh fruit at snack time and exercise daily in the fresh air. Children's physical development is well fostered. They visit local parks where they take appropriate risk in their play as they climb and balance on equipment. The childminder teaches children how to keep safe as they walk in the community. For example, young children wear wrist straps and learn about the importance of road safety. The childminder uses explanation well to support young children's understanding of taking turns. Children are well behaved.

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Outcomes for children are good

All children make good progress from the initial starting points in their learning. They enjoy listening to stories and join in with familiar singing rhymes. They draw enthusiastically and begin to hear some familiar sounds that letters represent. This helps to support their literacy skills. Children concentrate and join in with activities. They are motivated and are gaining skills that will help them in the next stage of their learning.

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Setting details

Unique reference number EY337021 Local authority Trafford Inspection number 1092782 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 5

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Name of registered person

Date of previous inspection 20 January 2015

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Telephone number

The childminder registered in 2006 and lives in Sale, Cheshire. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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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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