Childminder in Bolton

Inspection report for early years provision

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Unique reference number 315795 Inspection date 21/01/2011 Inspector Wendy Fitton

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Type of setting Childminder to 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. 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. 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.

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder was registered in 1986. She lives in the Westhoughton area of Bolton in Lancashire. The whole of the ground floor is used for childminding. The childminder is able to take and collect children from local schools and preschools.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time, of whom no more than three may be in the early years age range. There are currently three children attending within the Early Years Foundation Stage, on a part time basis. The childminder also offers care to children aged over five years. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

The childminder has very good knowledge and understanding of meeting children's individual needs. The planning, observations and assessment procedures for individual children are highly effective. There are excellent relationships with parents to engage them in all aspects of the organisation and to keep them up-to- date, involved and informed of their children's routines and progress. Required policies and procedures for the safe and efficient management of the provision are in place, and support children's safety and well being. The system for self- evaluation to identify priorities for future targets and to further improve the quality of the provision for all children is effective.

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further?

To further improve the early years provision the registered person should:

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further?

 review the recording of accidents and medication to promote confidentiality.

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the early years provision

Children are very well protected and safeguarded because the childminder has detailed risk assessments for the premises and any outings. She is fully aware of her role and responsibility to protect children from any harm, and follows the local procedures. Children are safe and secure in the premises and the deployment of resources is well organised. The environment is planned to enable the children to move freely and use an extensive range of equipment, furniture and toys to support their development and learning. The childminder has paid attention to all necessary safety procedures and equipment and has written consents from parents for the administration of medication, outings and taking photographs. However, the records of medicines and accidents do not fully maintain the confidentiality of the children's personal information. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder shows strong commitment to supporting and enabling children to develop and learn and is actively using her knowledge, experience and the Early Years Foundation Stage Framework documents. She has undertaken extensive training and gained qualifications in childcare at Level 3 and 4; with a view to completing a Foundation Degree in Early Childhood Studies. She has accessed a variety of training workshops to keep up-to-date with the various childminding practices. She has made links with a local network of childminders and liaises with other professionals and agencies that support children and families. She ensures that she is complementing children's care and learning and liaises with the nursery school and primary school where children attend. The childminder recognises her strengths and weaknesses and has an effective system of self-evaluation to identify strengths and priorities for development that will further improve the

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the early years provision

quality of the provision for all children.

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the early years provision

The childminder has excellent partnerships with parents. They are valued as partners and are warmly greeted and fully included. She records all relevant needs in order to meet children's medical, health and routine requirements. Parents and children feel reassured as the childminder communicates information on a daily basis both verbally and through the learning journeys. Parents are encouraged to contribute to the childminder's own self assessment through questionnaires and suggestions. Parents have access to all organisational information, including the polices and procedures. All families are welcomed and included in the organisation. They see lots of information notices and displays of photographs and children's own pictures and drawings. Children have easy access to all toys, activities and facilities and learn about their local community and differences in people around them.

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and outcomes for children

Children are happy and secure and really enjoy their time in the childminder's care. She has created a calm, welcoming environment where children are fully supported. She talks to and reassures children throughout the day and works to a flexible routine so children feel a sense of belonging. The childminder has very good knowledge of child development and provides a variety of really interesting experiences and learning activities. Children participate in outings to the park, feeding the ducks, places of interest and on nature walks. The children lead their own play through free access to good quality toys that they choose independently. The childminder plans her activities to a flexible seasonal theme and children take their own lead if they express a special interest in anything. The childminder carries out detailed observations of the children during their play; she takes a photograph or a video of them and then evaluates them in line with the early

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and outcomes for children

learning goals. The childminder clearly identifies children's next steps of learning which supports their progression to the next stage. Each child has a learning journey that highlights their progress through photographs, drawings, art work and observations. The learning stories show a wonderful range of comments and details of children's experiences whilst with the childminder. She knows all her children, and she is clearly planning and assessing children for all their future This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 learning needs as they progress towards the early learning goals.

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and outcomes for children

Children develop their independence and social skills as they develop friendships and work together as a group. They are involved in preparing foods for their meals, chopping vegetables, topping the pizzas and setting the table. They self- select toys and games from the well stocked play area and are encouraged to try out new tasks for themselves to gain more confidence. Children are really well settled and show this as they play together in the garden and smile and laugh during their play. Children's communication, language and literacy skills are supported as the childminder talks to the children all the time, asking what they are doing and giving explanations and different examples to the children. They are learning about letters and words as there are clearly labelled storage boxes, displays and lots of posters and alphabet and word displays. Children have free access to books and show interest in pictures, words and sounds. They have a

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and outcomes for children

varied range of mark making activities with one handed tools and equipment. Children develop skills to problem solve, reason and use number language during their everyday routines. For example, they cook, bake and weigh ingredients. They learn about different processes with foods that are raw and cooked. Children count randomly during their play when building bricks and playing board games. They use positional language with the play figures as they talk about up and down, forward and back. They find out how things operate as they turn on the computer, electronic toys and they open and close boxes and use zips.

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and outcomes for children

Children spend time in the outdoor environment and visit places of interest. They develop their physical skills and learn about being healthy as they run, skip, climb and exercise at parks, nature areas, walking to and from school and through using physical play equipment in the garden. Children learn about their community, the wider world and different people. They enjoy the visit to the coal mining museum and learn about the history of mining. Children participate in special occasions and different festivals and celebrations from their own country and other countries around the world. They have parties for birthdays and celebrate achievements. Children explore around the garden and learn about different smells of flowers and plants. They grow vegetables and then use the vegetables for their cooking and baking activities. Children learn about their community as they attend the library sessions, church services and school assemblies. They enjoy looking at their own

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and outcomes for children

photographs in their learning stories and can relate to what they did at various times with the childminder.

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and outcomes for children

Children understand the importance of keeping safe and learn how to use equipment and tools safely. They risk assess their own areas of play and the activities; and are reminded of what is safe practice as they try new tasks knowing that the childminder is there to support to them. On the way to school the childminder talks to the children about road safety and they are aware of stranger danger. Children are safe in the setting and feel safe as they play alone and are confident to access the toys and resources freely. They respond to the one-to-one care and make requests for their own needs. Children learn about being healthy and active and are provided with a well balanced diet. They enjoy shopping for food and are involved in food preparation and follow hygiene procedures. Children spend time in the outdoor environment walking to and from school, feeding the ducks and running about and exercising in open spaces. Children have good

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and outcomes for children

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 routines for relaxation to recharge their bodies. Children's behaviour is well managed in a way that the supports their understanding of what is right and wrong and in accordance with their individual ages and stages of development and understanding. Children respond to reasoning and explanations about different behaviours. They feel positive about themselves as they are praised and encouraged with star charts and stickers. Children are aware of the rules and boundaries and the consequences of any challenging or negative behaviour. The childminder is a good role model to children and has positive strategies in place to defuse any challenging behaviours in partnership with parents. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 1

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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