Childminder in Bolton

Inspection report for early years provision

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Unique reference number 315683 Inspection date 23/03/2011 Inspector Helene Terry

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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 has been registered since 1999. She lives with her husband, two adult children and 12-year-old son in a property in Bolton, Lancashire. The whole of the ground floor of the home and the bathroom upstairs are used for the children. The rear garden is used for outdoor play.

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Description of the childminding

The childminder is registered to care for a maximum of five children at any one time, of whom no more than three may be in the early years age range. At present, she has three child on roll aged between two and four years who attend for various sessions throughout the week. This provision is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder regularly attends toddlers groups and the family have a budgerigar.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

Children are happy and settled in the childminder's care. She has suitable knowledge of how to promote children's learning and development and this is reflected in the sound progress children make. Most documentation supports their well-being effectively. Children benefit from the close relationships established with parents and other early years settings. The childminder's systems for self- evaluation are still being developed; this has led to a breach in the welfare requirements. However, she demonstrates a sound ability to continually look for ways to improve the quality of the provision.

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further?

To meet the specific requirements of the EYFS, the registered person must:

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further?

 ensure that the record of risk assessment identifies aspects of the environment that need to be checked on a regular basis and when and by whom they have been checked (Suitable premises and equipment). 04/04/2011

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further?

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

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further?

 develop the use of self-evaluation processes as the basis for ongoing internal review; assessing what the setting offers against robust and challenging quality criteria  ensure that systematic observations and assessments are made of each This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 child's achievements, interests and learning styles and use these observations to identify learning priorities and plan relevant and motivating learning experiences for each child  update the complaints procedure to reflect the welfare requirements and the current contact details for Ofsted.

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the early years provision

Safeguarding arrangements are satisfactory as a result, children are suitably protected. The childminder is aware of her role and responsibilities in relation to child protection and details these in written policies and procedures that she shows to all parents. All adults in the household have been vetted to further protect children. The childminder takes effective precautions within the home and garden to minimise risks to children. She keeps a basic written record of risk assessment to reflect some of the precautions that she has taken but it does not cover all aspects of the environment that need to be checked on regular basis. This does not meet welfare requirements. Most paperwork is well organised and underpins the setting effectively.

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the early years provision

Children benefit from the welcoming and inclusive atmosphere in which they play and learn; they happily use the varied selection of developmentally appropriate toys and learning materials. The childminder organises her time and resources to provide children with opportunities to develop their skills both inside and outside the home.

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the early years provision

The children benefit from the close relationships established with parents. Information is shared on a regular basis through discussions about children's progress. Parents also access the settings policies and procedures to enhance the two-way process in caring for children. Partnerships in the wider context are also positive. The childminder works closely with other professionals to support and extend children's learning.

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the early years provision

Systems for evaluating and monitoring the effectiveness of the setting are in the early stages of development. The childminder overviews her provision and gains parents and children's views through discussions and some written comments. However, systems are not rigorous enough to identify strengths and areas for improvement. She has addressed all recommendations identified at the last inspection to enhance children's welfare.

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and outcomes for children

Children's welfare, learning and development are suitably promoted. Children enjoy exploring a sound range of activities. They show through their confidence that they are happy and settled in the setting. They are constantly encouraged, praised and given opportunities to be active, inquisitive learners, promoting their self-esteem. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder has some knowledge of the Early Years Foundation Stage (EYFS). Children enjoy the activities and experiences provided, which over a period of time covers all six areas of learning suitably. The activities are based around the children's particular interests, learning styles and needs and the childminder keenly supports these through purposeful play. However, systems for observation and assessment are in their infancy and do not clearly show what children can do nor do they identify the next steps for development. This potentially gives rise to gaps

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and outcomes for children

in children's learning and limits their ability to reach their full potential.

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and outcomes for children

Children are learning to be independent by choosing the activities they enjoy and confidently put on their shoes, coats and aprons for painting activities. The childminder involves the children in the daily routine and they enjoy helping her cut up the carrots for lunch. They also help the childminder tidy toys away and show good manners, by saying please and thank you. Children are well behaved and are learning to share and take turns as they play games, such as lotto. Children's language and literacy skills are developing well. They talk constantly about what they are doing, for example, a child says they are going to paint a picture of the beach and proceeds to use suitable colours for the sky, sea and sand. Older pre-school children write their own names whilst toddlers enjoy making marks and observing what they have done. Children take part in lots of activities to extend their skills in problem solving reasoning and numeracy. They

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and outcomes for children

enjoy baking, they fit together jigsaws very well and recognise differences in size as they talk about which is the biggest carrot. Pre-school children are recognising some shapes when they show how they have cut out a paper triangle, square and rectangle. Children are also given lots of opportunities to explore the environment and wider community. They have trips to the airport to observe the aeroplanes and learn about the environment as the plant seeds and watch them grow. They learn about bees when they discuss with their childminder what bees do in the garden and that they should not be afraid of them because they will not sting them unless they feel threatened.

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and outcomes for children

Children learn about keeping themselves safe and healthy through daily routines and activities. They have regular opportunities to play outdoors in the garden or at parks to exercise, build up muscles and develop coordination. They learn about food that is good for them through activities and healthy meals and snacks. Children regularly take part in the fire drills and learn how to cross roads safely during outings. Preschool children confidently state that when crossing roads you must look and listen and toddlers says you wait. The childminder also reminds children how to use equipment safely in the home; for example, when using knives to cut the carrots children are reminded to hold it carefully and keep fingers away from the blade. 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 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 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 3

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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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