Childminder EY536868

Inspection date 18 September 2018 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n Parents feel well informed about activities and children's progress. They like the photographs that the childminder regularly sends to them. Parents and the childminder share daily information that helps to promote continuity in children's care and well- being. n The childminder evaluates her provision. She takes account of parents' views and children's preferences when she plans and implements improvements to her practice. n The childminder seeks out advice and training from a range of sources. This is illustrated when she finds out about changes to legal requirements and updates her policies and procedures. n Children demonstrate that they feel secure and happy in the company of the childminder and each other. The childminder establishes consistent boundaries for children's behaviour. For example, they learn to take turns when they play with favourite toys. n The childminder promotes children's communication skills well. For example, children

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The provision is good

learn the words to a wide variety of songs and this helps to extend their vocabulary. In addition, they develop a sense of rhythm and rhyme when they sing along to familiar songs. This helps to prepare children for learning to read.

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It is not yet outstanding because:

n The childminder does not always use information from observations really effectively to identify what children need to learn next as precisely as possible. n On occasion, the childminder interrupts children's exploration and investigation unnecessarily.

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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

n make the most of what is known about individual children's achievements so that teaching focuses even more precisely on what children need to learn next n give children more time to explore and investigate the things that interest them.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during daily routines and activities. She discussed a planned activity with the childminder. She assessed the impact that interactions and activities have on children's learning. n The inspector looked at relevant documentation, such as evidence of the childminder's suitability to work with children. n The inspector took account of the views of parents and carers.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder knows the action she must take if she is concerned that a child may be at risk of abuse or neglect. She teaches children to be tolerant and respectful of ideas that are different to their own. The childminder makes changes to her teaching that have a positive impact on children's learning. For example, she has purchased a sturdy table-height tray and this has enabled her to provide a wider range of messy activities. Children now have even more opportunities to be creative and learn through their senses. The childminder regularly checks that the indoor and outdoor spaces are well maintained and secure. This helps her to keep children safe.

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Quality of teaching, learning and assessment is good

The childminder provides resources that capture children's attention. This is demonstrated when children become engrossed in fitting plastic tubes together to make models. They demonstrate their knowledge and imagination when they tell the childminder what they have made. For example, children say the models are trumpets and then pretend to play them. They say they have made walking sticks and pretend to hobble along. The childminder gathers information about children's development from parents. This helps her to establish accurate starting points for children's learning. The childminder shares information about children's interests and progress with other settings they attend.

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Personal development, behaviour and welfare are good

The childminder implements policies and procedures that help to promote children's welfare. For instance, she maintains written records of medication she administers to children. Children go on regular outings with the childminder and this provides them with opportunities to learn about the local community. The childminder teaches children to make healthy choices in their diet. Children learn to follow routines, such as washing their hands before eating and this helps to keep them safe from infection. The childminder praises children's effort and achievements, which helps to promote their self- esteem and eagerness to learn.

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Outcomes for children are good

Children make good progress. They acquire the skills, knowledge and attitudes to learning that prepare them well to start school. Children use numbers and count when they take part in activities. They begin to understand some of the purposes numbers are used for. Children can sort objects into groups of the same shape or colour. They understand and use words for size, such as long and short. This is demonstrated when they describe the models they make. Children talk about their families and things they do at home. They demonstrate their developing knowledge of the world when they play imaginatively. For example, they pretend to feed and care for dolls.

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Setting details

Unique reference number EY536868 Local authority Trafford Inspection number 10059737 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 6 Total number of places 6 Number of children on roll 7 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016 and lives in Stretford. Her provision operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: 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 . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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Registers

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Registers

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

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