Childminder EY448116

Inspection date

Previous inspection date 31/01/2013 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder has a good understanding of how children learn and ensures she is meeting the learning and development needs of all children through robust observations and assessment.  Children build secure attachment with the childminder because the childminder provides a safe and secure environment where children settle quickly, and are well prepared for their next stage in their learning.  Children's language and communication is well promoted. The childminder confidently extends children's vocabulary and supports them in discussions and expressing their ideas.  The childminder obtains useful information from parents about children's starting points. This means she is able to plan effective leaning opportunities for children because she has a good understanding of their individual needs.

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It is not yet outstanding because

 The arrangements for sharing information with other providers that children attend are not fully effective in order to fully support children's learning and development.  Self-evaluation is not fully embedded to incorporate the views of parents and other providers to further assist in identifying areas for future improvement and celebrate children's achievements.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed the children and spoke to the childminder at appropriate times during activities in the kitchen/dining area, lounge and conservatory.

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Inspection activities

 The inspector looked at children's learning journey books, planning documents, children's records, a selection of policies and required documentation.

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Inspection activities

 The inspector was unable to speak to parents during the inspection, but took account of their views provided through questionnaires and daily diaries.

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Information about the setting

The childminder was registered in 2012. She lives with her husband and adult son in the Sale area of Trafford. The childminder works with another registered childminder. Both childminders have equal responsibility for the childminding practice. The whole of the ground floor are used for childminding purposes. There is a large secure rear garden available for outdoor play. The childminder is registered by Ofsted on the Early Years Register and the compulsory parts of the Childcare Register. The childminder is open every day, Monday to Friday, all year round. The childminder has one child on roll in the early years age group. She minds with a co- childminder and together they can care for 10 children between them. The childminder takes the children to the local park and shops in the community. She collects children from the local school nursery. She receives support from Trafford Sure Start.

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To further improve the quality of the early years provision the provider should:

 strengthen partnership working with the local school to ensure children benefit from continuity, and that there is a shared understanding between all those involved with them.

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To further improve the quality of the early years provision the provider should:

 enhance self-evaluation systems to clearly show the improvements for the future, to support long term achievements and outcomes for children.

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who attend

The childminder has a good knowledge and understanding of how to promote the learning and development of young children. She provides an interesting and challenging variety of activities, which cover all aspects of children's learning and development. She works well alongside another childminder to meet the individual needs of the children attending. For example, the daily discussion and sharing of ideas really reflects on the large variety of activities and support she gives to the children. Her ability to capture children's interest, through her playful interaction, ensures that learning is fun. Effective assessment, through regular robust observations, ensures that children's development and learning across all areas is monitored. Careful analysis of observations and children's next steps leads to the childminder setting achievable targets for their future learning. Children's language development is well promoted through regular conversations during play activities. The

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who attend

childminder is good at extending children's thinking and language skills by asking questions. For example, she encourages them to speak about that their morning in the nursery. She listens carefully to children's answers and prompts them to repeat words they are struggling with. She is working closely with parents to encourage sounds and phonics at home. Children demonstrate their increasing knowledge of letters and sounds as they find the letters which are special to them, for example, the letters of their name. The childminder encourages them to hold a pencil properly as they also attempt to write their name. The childminder also uses imaginative ideas to help children learn about numbers and how to count. Furthermore, children are encouraged to sit and become motivated when completing a jigsaw as the childminder swaps them regularly for more complicated pieces as they make quick progress. This also results in children concentrating for longer periods

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who attend

The childminder encourages children to look at the clock to help them become familiar with the times of the day. For example, when they have their dinner and at home time. The childminder organises stimulating play activities, such as arts crafts and they learn to use different tools to cut and roll out during a play dough activity. Furthermore, when children have difficulty in stirring glue for a collage, the childminder extends this area of development to a similar activity mixing the ingredients of a cake. This reinforces their fine motor skills during activities. Praise and encouragement are continually provided and as a result, young children are becoming confident to play together and alongside her younger grandchildren. The childminder shares regular detailed information with parents about their children's learning which informs their starting points. Furthermore, there are many ways for them to contribute to children's learning and make comment to their

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who attend

assessments which means they are fully involved in supporting their ongoing progress.

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who attend

The learning environment is organised well to promote children's independence. A good range of resources are stored in low level crates and as a consequence, children can move freely around the large rooms on the ground floor. Children enjoy regular outdoor play in the childminder's enclosed garden where they can climb, balance and use wheeled toys. Future activities planned indicate children growing flowers from seeds. Children demonstrate that they feel settled and at home in this warm, family environment as they respond well to the childminder and other family members. The childminder clearly knows the children very well, gaining an indepth understanding of each child's interests and learning abilities.

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The contribution of the early years provision to the well-being of children

The childminder is sensitive to the needs of the children and parents. She takes time to support children well and provides parents with policies and information which demonstrate her good childminding practices. Parents praise the settling-in process and feel very content leaving their children with the childminder. Children have a good understanding of the routines so are confident in the setting. The childminder is consistent, calm and a good role model for children. Consequently, children form secure emotional attachments which help them to make a smooth transition from home into her care. House rules are in place and she has clear rules and boundaries that children accept. She really encourages them to play together and share toys with her own grandchildren. The children who attend become more sociable as they attend different groups and trips within the local community.

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The contribution of the early years provision to the well-being of children

Children's personal, social and emotional development is well promoted. They are becoming confident in managing their personal care and enjoy social occasions, such as mealtimes when they sit and chat around the table. They develop confidence and independence as they choose from a wide range of toys and equipment in the dedicated play area. Children know where things are and confidently self-select resources from the low-level storage units and boxes. The childminder risk assesses her home and minimises any potential risks. This means that children can play and grow in a safe and secure environment. The childminder also takes time to consider the potential risks when she is out with the children and helps children to understand the dangers, such as moving traffic as they walk home from school or attend the local park. Furthermore, children take part in regular fire drills and the childminder extends their understanding of the emergency

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The contribution of the early years provision to the well-being of children

procedures by reading a book to them about the profession of a fire man.

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The contribution of the early years provision to the well-being of children

Posters in the setting show healthy foods and demonstrate good hand-washing practices, which are reinforced through daily routines. Children gain a greater understanding of why they are eating healthy fruits during snack time. The childminder takes the lead on cooking homemade healthy options while her co-minder prepares the children for meal times alongside her own family members. Children develop an understanding of why physical exercise is important. They access a range of activities in the garden which support their physical development, such as, throwing and catching balls and running around.

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provision

The childminder is committed to offering good quality of care for children and their families. She continuously monitors and reviews her procedures to ensure that they are current. She fosters successful relationship with parents and actively seeks their feedback through daily diaries, detailed questionnaires and regular emails. The childminder's arrangements for safeguarding are thorough, ensuring that children's welfare is consistently prioritised and promoted. She has a secure understanding of the procedures to follow and has all the relevant details for reporting concerns should they arise. The childminder has a good knowledge and understanding of the Early Years Foundation Stage and is providing learning opportunities towards the early learning goals. She monitors her assessment and planning procedures ensuring that they accurately record children's abilities and progress. She sits regularly with her co-minder and they review the planning

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provision

and children's progress together. This ensures that they identify any gaps in the children's learning. As a result, the childminder is able to ensure that children are developing in line with, or exceeding the developmental milestones for their age.

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provision

The childminder works with the local Sure Start and acts immediately on the advice they give to her. The childminder speaks to the classroom teacher of the local school where children from her setting attend. However, this liaison could be stronger to enhance learning and consistency to fully support children's learning in the Early Year's Foundation Stage. She is monitoring her practice and is very aware of the strengths of the setting and what her and her co-minder have to develop further. She also organises her home and balances the time well to enable her to spend time with her own grandchildren and to fully support the children in her care. The childminder strives to drive improvement. However, while self-evaluation systems are in place they do not fully incorporate the views of parents and other providers in order to set challenging targets for the future. This means that the system is not sufficiently robust and may not fully identify gaps in the provision.

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provision

Training in first aid and safeguarding, alongside her own research around the new revised framework, keeps her knowledge up-to-date. Overall, the childminder creates a warm, welcoming and safe environment where children are stimulated to learn and grow in confidence.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

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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Setting details

Unique reference number EY448116 Local authority Trafford Inspection number 811411 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 10 Number of children on roll 1

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Name of provider

Date of previous inspection Not applicable

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

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Type of provision

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 copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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