Childminder in Salford

Inspection date 11 July 2019 Previous inspection date 10 May 2016

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This inspection: Good 2

Previous inspection: Good 2 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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This provision is good

n The childminder and his co-childminder monitor children's progress well and identify the next steps in their learning. They plan purposeful play experiences to close any gaps in children's development. Children make good progress from their starting points. n The childminder keeps his professional knowledge up to date and regularly completes online training. For example, recent sensory training has equipped him with new ideas that he uses in his teaching. n Partnerships with parents are good. The childminder encourages a daily exchange of information, which promotes continuity in children's care and learning. The childminder encourages children's ongoing learning at home. For example, he shares story sacks and a home library service to support children's literacy skills. n Children behave well. They happily share toys and resources and enjoy their interactions with the childminder. n Children benefit from many trips and outings during their time with the childminder and

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This provision is good

his co-childminder. For example, they attend regular playgroups and visit farms and local nature reserves. This helps children to learn about the wider world and build their confidence in social situations. n At times, during adult-led activities, there are too many resources out at the same time. As a result, some children become distracted and do not achieve the best possible learning outcomes. n Occasionally, the childminder does not use effective teaching to build on children's understanding of size, shape and measure.

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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 ensure that during adult-led activities, resources are carefully considered to enable all children to be fully engaged, to help them progress even further in their learning n strengthen teaching skills to develop children's understanding of size, shape and measure even more effectively.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector looked at the areas of the premises that are used for childminding. n The inspector held discussions with the childminder and co-childminder. She looked at relevant records, documents and policies. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector took account of the views of parents through written feedback provided. n The inspector spoke with children during the inspection.

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Effectiveness of leadership and management is good

The childminder and his co-childminder have dedicated their home to their childminding service. They have created play spaces that cover all areas of learning. For example, children benefit from a sensory space which includes a ball pond and sensory wall. The childminder remains vigilant. His close supervision ensures that children are constantly seen at all times. The childminder works closely with his co-childminder to regularly evaluate his practice in order to better outcomes for children. They regularly seek the views of parents to build on the strengths of the provision. For example, parents complete questionnaires and make suggestions on how the childminder can make improvements. Safeguarding is effective. The childminder has a secure understanding of his role to keep children safe. He knows the signs and symptoms which might indicate a child is at risk of harm and the procedures to follow should he be concerned about a

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Quality of teaching, learning and assessment is good

The childminder provides a variety of exciting resources and activities that ignite children's curiosity. For example, babies become deeply engaged as they explore treasure baskets. They show high levels of concentration and remain focused for long periods of time. Older children happily enjoy being pulled around in a box. They use their imagination, pretending they are in a boat. Children are settled in the childminder's care. They show enjoyment in their learning as they use their small-muscle skills to roll shapes in the modelling dough. The childminder and his co-childminder work closely with other professionals to support children's learning. For example, they use the same activities to provide continuity in teaching to support children's communication and language development.

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Personal development, behaviour and welfare are good

All children quickly develop secure emotional attachments with the childminder and his co-childminder. The childminder knows children very well and is attentive to their needs. For instance, he knows when children are tired or hungry, and quickly responds to ensure that their individual needs are met. The childminder promotes children's health and well-being by providing them with nutritious home-made meals and snacks. Children enjoy planting and growing their own fruit and vegetables in the garden. They gain an understanding of how to care for others and are actively involved in caring for the childminder's pets. For example, children enjoy stroking and feeding the chickens.

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Outcomes for children are good

Children ably manage their own self-care. For example, they learn to drink from a cup correctly from a very early age. Older children enjoy each other's company and play well together. They giggle with excitement as they explore the different sounds that musical instruments make. Babies are happy and content. Their faces beam with smiles when the childminder talks to them. Children have plenty of opportunity to be independent. For instance, they access self-chosen resources and lead their own play. They are creative and inquisitive learners who delight in exploring the resources on offer. Children are developing the skills required for their next stage in learning.

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Setting details

Unique reference number EY318059 Local authority Salford Inspection number 10065693 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 0 - 7 Total number of places 6 Number of children on roll 7 Date of previous inspection 10 May 2016

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Registers

The childminder registered in 2005 and lives in Swinton, Manchester. He operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder works alongside a co-childminder and holds an appropriate qualification at level 3.

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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

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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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