Childminder EY500285

Inspection date 6 February 2019 Previous inspection date 29 June 2018

p.1

This inspection: Good 2

Previous inspection: Requires improvement 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

p.1

This provision is good

n The childminder has worked hard since her last inspection to address the actions raised. She now provides a very safe and secure environment for children. She meticulously assesses and promptly removes any potential risks in her home. Additionally, all the required fire safety equipment is now readily available. n Children form secure emotional attachments with the childminder. The childminder is positive towards children and she treats them with respect and kindness. Children are provided with praise, which helps them to feel valued and develop a good level of self- esteem. n The well-qualified childminder is skilful in her interactions with children. For example, she recognises when to intervene during play and when to sit back to allow children to explore freely. The childminder plans activities that children enjoy and which are matched precisely to children's next steps in learning. This contributes to the good

p.1

This provision is good

progress that children make. n The childminder effectively supports children's physical well-being. For example, she recognises when children are becoming tired and adapts their routine accordingly. Additionally, the food provided for children is healthy and nutritious. n Children's behaviour is good in relation to their age. The childminder is a positive role model. For example, she models manners and helps children to follow the simple rules and boundaries that are in place. n The childminder does not consistently gather information from parents about children's achievements at home to support her good ongoing assessments even further. n Occasionally, the childminder does not limit the background noise to help to consistently build on children's concentration and listening and attention skills.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

n enhance the systems that gather ongoing information from parents about children's development and achievements at home n review the use of background noise and help children to develop even better concentration, listening and attention during play.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed the childminder's interactions with children during activities and free play. She assessed the impact this has on children's learning. n The inspector observed a planned activity and jointly evaluated the teaching with the childminder. n The inspector held a number of discussions with the childminder at appropriate times during the inspection. n The inspector viewed a range of documents and reviewed evidence of the suitability of the childminder. n The inspector viewed written feedback provided by parents prior to the inspection and took account of their views.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder ensures that her knowledge of child protection is up to date. For example, she reads information online and attends regular training sessions. The childminder is fully aware of how to identify any potential signs of abuse or neglect. Furthermore, she knows what action to take in the event of a concern about children's safety or welfare. The childminder is highly committed to keeping children safe. For example, children wear high-visibility vests when they go on outings. This helps the childminder to ensure that children are within sight at all times. The childminder strives to achieve and maintain high standards within her setting. She is constantly introducing new ideas that benefit children. For instance, she has recently developed a sensory room. This provides children with an additional stimulating space for them to explore and relax.

p.3

Quality of teaching, learning and assessment is good

The childminder swiftly identifies children's level of development when they first start their placement. She observes children on a regular basis and has a clear understanding of what they need to learn next. This helps the childminder to focus on the areas where children require the most support. The childminder provides parents with regular updates regarding children's progress. For example, she provides written summaries each time that she completes an assessment. The childminder offers parents some support and advice when required. For example, she provides guidance when children are ready to start using the toilet. Children enjoy exploring dried pasta with a range of resources, such as bowls, ladles and spoons. The childminder plays alongside children and models language, such as 'mix' and 'stir'. This helps to build on children's good vocabulary and speaking skills further. The childminder helps children to develop an

p.3

Quality of teaching, learning and assessment is good

understanding of early mathematics. For example, as children play, she counts to three and models the language of size, such as 'big bowl' and 'small bowl'. Children practise using their hands to move the pasta and fill and empty the containers. This helps them to develop their good physical skills and coordination.

p.3

Personal development, behaviour and welfare are good

The childminder takes children on regular outings, for example to the park and playgroups. She encourages children to make independent choices and decisions. For instance, children visit a toy library and choose a different toy to take home each week. This helps to keep children motivated and enthusiastic to play and learn. The childminder provides children with activities that help them to explore different cultural celebrations, such as Chinese New Year. This helps children to develop an awareness of diversity.

p.3

Outcomes for children are good

Children are well prepared for their next stage in learning. They develop good speaking skills and are eager and confident to repeat the new words that they hear. Children are resilient and capable learners. For example, they keep trying when presented with a challenge, for example picking up dried pasta up with a ladle. Children use their critical thinking skills and introduce their own ideas during play.

p.3

Setting details

Unique reference number EY500285 Local authority Trafford Inspection number 10085067 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 3 Total number of places 6 Number of children on roll 4 Date of previous inspection 29 June 2018

p.4

Registers

The childminder registered in 2016 and lives in Urmston. She operates from 7am to 6pm Monday to Friday, all year round, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

p.4

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.

p.4

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.

p.4

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 .

p.5

Registers

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

p.5

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

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

p.5