Childminder 504160

Inspection date

Previous inspection date 15 February 2018 18 July 2014

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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

 Parents enjoy positive relationships with the friendly and flexible childminder. Parents comment positively 'my children are confident, happy, healthy and thriving in the childminder's care'. Partnerships with parents are good.  Children's language is emerging well. The childminder engages in quality, age appropriate teaching strategies to extend children's communication skills. For example, she uses songs, music, rhythm and repetition to support younger children's speech.  The childminder provides flexible settling-in sessions when children first start attending. This helps children to become familiar with the surroundings, promotes emotional security and positive outcomes.  The childminder is kind and nurturing. She reassures children with her gentle and calm interactions. Children enjoy the childminder's company and are confident and happy in her care. Children's behaviour is good.

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It is not yet outstanding because:

 Although the childminder monitors children's progress well, she does not consistently use the detailed information obtained from children's observation and assessment to identify precise next steps and rapidly narrow gaps in children's learning.  The childminder does not provide many opportunities for children to explore and investigate textures and materials from the natural world to expand children's learning through their senses.

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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

 extend assessment procedures and use information obtained more effectively, to identify precise next steps and support children's rapid learning  Further enrich children's learning and awareness of the natural world.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector completed a joint evaluation of an activity with the childminder.  The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household.  The inspector spoke to children during the inspection.  The inspector took account of the views of parents through written feedback provided.

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Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. The childminder has secure knowledge of her child protection responsibilities. She understands how to identify, record and report concerns. This helps protect children who may be at risk from harm. The childminder completes a variety of training to extend her skills and knowledge. For instance, 'transition training' promotes effective practice when children eventually move on to school. The childminder proactively seeks the views and opinions from her childminder friends. Professional discussions with other childminder's aids reflection and development of the childminder's service.

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Quality of teaching, learning and assessment is good

The childminder organises quality activities to enthuse children. For example, she arranges an exciting range of resources invitingly for babies to explore independently. This inspires children's curiosity and they are eager to participate. The childminder adapts her teaching well to ensure she supports all children's learning effectively. For example, non-mobile babies fully immerse themselves in floor based activities, while older children access some table based resources. The childminder is a good role model. She extends and guides children's learning through her interactions. For instance, babies confidently grasp toys in their hands. They are encouraged to pass toys from one hand to another, extending their physical coordination and concentration skills well.

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Personal development, behaviour and welfare are good

Routines are flexible. The childminder personalises the care she offers to meet children's individual needs. For instance, when children become hungry the childminder immediately provides food. This meets children's needs effectively and supports their emotional welfare successfully. The childminder gives children's health and safety high priority. For instance, the childminder carefully mops her floor every day, when babies attend who are floor based. This helps to promote babies health, through robust hygiene procedures. Children have access to fresh air and exercise daily. This contributes to their good physical health. They enjoy a variety of trips and outings within the local community. For instance, children socialise confidently when they attend stay and play sessions at local toddler groups.

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Outcomes for children are good

Children acquire the necessary skills for their future learning and the eventual move on to school. They make good progress from their starting points. Children are confident and independently explore. They make choices and decisions as they play. Children are happy and inquisitive.

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Setting details

Unique reference number 504160 Local authority Salford Inspection number 1101365 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 9 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection 18 July 2014

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Telephone number

The childminder registered in 1999 and lives in Salford. The childminder holds an appropriate qualification at level 3. She operates all year round, from 7.30am to 6pm, Monday to Sunday, 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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