Branche, Lindsay

Inspection date

Previous inspection date 10/12/2012 12/06/2007

p.1

early years provision

This inspection: 2 Previous inspection: 2 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

p.1

This provision is good

 The experienced childminder is committed to providing good quality provision. She updates her knowledge of requirements and ways to help children learn and she organises her provision effectively to meet children's individual needs.  Children are progressing well due to the attentive and responsive care they receive. The childminder notices what they can do and are interested in and she plans motivating and challenging ways to extend their learning further.  Children freely access a wide range of interesting toys continually set out in a welcoming playroom. This means that they can independently respond to their own interests and follow through their own ideas, which engage them in play and learning.  Children have developed secure attachments with the childminder who provides nurturing support and consistent routines. This means that they are happy, they know what is expected of them and they are developing caring and helpful attitudes.

p.1

It is not yet outstanding because

 The childminder does not always make use of effective strategies to extend children's vocabulary and spoken language. Consequently, they do not progress as rapidly in this area as they do in others.  There is scope to improve the arrangements for assessment, particularly in obtaining information about what children can do already so that it can be used to provide children with a tailored experience right from the start.

p.1

Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

p.2

Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

p.2

Inspection activities

 The inspector observed activities in the conservatory/playroom and viewed the resources and equipment available to the children, which support the activities provided.

p.2

Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

p.2

Inspection activities

 The inspector looked at a selection of documents including policies, feedback from parents and children's records.

p.2

Information about the setting

The childminder was registered in 1994 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult sons in a house in the Little Lever area of Bolton, Greater Manchester. The whole of the ground floor and the rear garden are used for childminding. The family has a pet dog. The childminder attends a toddler group and activities in the local community. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There is currently one child on roll in the early years age group who attends for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She holds an early years qualification to level 3.

p.2

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

 enhance the development of children's vocabulary and spoken language by increasing the use of commentary in play, giving choices and asking more open questions with many possible answers, and by repeating words back so babies can hear the word said clearly

p.3

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

 strengthen assessment arrangements by considering more ways to include parents in the assessment of children on entry to the setting so that tailored, challenging activities can be provided right from the start.

p.3

who attend

Children are becoming keen learners and display some of the characteristics of effective learning. At an early stage they are able to think and follow through their own ideas, supported by the effective organisation of the resources in the setting. This is because the conservatory is used as a designated playroom, which allows children to continually access a wide range of developmentally appropriate toys. Children look for items of their choice and are able to make independent selections from boxes and baskets stored on low-level open shelving. They find their favourite cars and trains to run along the road mat on the floor. This play extends when they imaginatively transform a small play house nearby to become a tunnel to drive the train through. The immediate accessibility of toys allows children to explore more possibilities in their play by using their imagination and sustains their attention for a longer period of time.

p.3

who attend

Children are confident explorers in the relaxed atmosphere of the childminder's home. This means that they are able to respond to their own curiosity and 'have a go' with the toys and equipment around them. The childminder skilfully observes children and uses her years of experience to its best effect, knowing when to allow children to find things out independently and when to intervene to challenge further learning. For example, when she notices children making several unsuccessful attempts to send their car down the 'click-clack' ramps, the childminder models how it is done. She then sits back and allows them to try it out. Phrases, such as, 'you do it' and 'you try' are frequently used and allow children to learn through first hand experiences. The childminder is observant and notices what children can do already and as a result, she instinctively plans to help them progress further. This responsive approach captures the moment very effectively. For example,

p.3

who attend

when she notices a child can use a particular toy or piece of equipment with ease she then introduces a toy with a similar learning objective, which is more difficult to achieve. Additionally, when children line up their cars or play people, she introduces simple counting. This means that children's learning is continually and appropriately challenged.

p.4

who attend

A good range of books are attractively presented and are also freely accessible to children. They show a real interest and are keen to take their chosen book to their childminder to read. Comfy cushions provide a comfortable, relaxing area in which to read together. The childminder also visits the library with children to further encourage their interest in books and stories. Communication is constant and the childminder extends children's speaking and listening skills in play. For example, she introduces simple sounds associated with their cars and trains, which babies attempt to repeat. She is 'in tune' with the emerging communication and vocabulary of babies which helps her interpret meaning. However, she is less secure in her understanding of ways to further extend children's communication and language in play. For example, by offering running commentary to model language, giving two word choices for children to repeat one back, or by repeating emerging words

p.4

who attend

so that children can hear them said back clearly.

p.4

who attend

Arrangements for assessment are clear. The childminder uses her observations to track what children can do. This means she knows that they are achieving securely. It also helps her identify gaps in their learning and helps her focus on what to promote next. She achieves this effectively though her responsive approach, for example, by tracking children's individual progress she has noticed that one forthcoming stage of development would be for a baby to learn to point to facial features and body parts. Because she has identified this through her tracking she has begun to use the valuable time during nappy changes as a focus for exploring hands, toes, eyes and nose. Records of what children can do in addition to the examples she clearly explains, demonstrate that children make good individual progress in her care. However, the responsive and tailored experience she provides is sometimes hindered when she does not gain as much information as possible

p.4

who attend

from parents about children's development before they attend. This impacts on her initial planning for children and the assessment of their starting points. A range of communication methods, such as daily diaries, texts and verbal exchanges keep parents well informed of children's activities and their progress during their time with their childminder. The childminder has yet to implement the progress check at age two. However, she is fully aware of the requirements and by using her planning and monitoring documents she is already clearly able to identify what the children in her care are achieving in relation to the prime areas of learning and development.

p.4

The contribution of the early years provision to the well-being of children

Children are happy and settle very well due to the childminder's relaxed, caring approach. Time is taken to establish relationships at the start of their care and to obtain useful information from parents about children's care needs and home backgrounds. As a result, the childminder is able to talk to children about their family members, pets they love and experiences familiar to them. This helps them develop a positive sense of themselves. Because the childminder knows them so well, she is able to identify the non-verbal cues of young babies, indicating their tiredness or hunger, and her responsive nature means she is quick to react and meet their individual needs. The attentive and nurturing care children receive means that they enjoy the childminder's attention and affection and they readily offer smiles and hugs in return. They approach her freely with toys and books to explore together and this shared interest extends the possibilities for further learning. Children feel

p.5

The contribution of the early years provision to the well-being of children

safe in the setting, consequently, they explore confidently and independently with the reassurance that the childminder is close by for support when needed. Secure routines help children know what is expected of them and, as a result, they display caring and helpful attitudes. For example, joining in readily with tidy-up time and offering the childminder toys to join in with. Learning how to put toys away when there are lots out helps raise children's awareness of playing safely and of caring for their things.

p.5

The contribution of the early years provision to the well-being of children

The promotion of healthy and safe lifestyles is given high regard. The childminder conducts comprehensive risk assessments of her home and for outings. As a result, children move freely and safely between the conservatory and lounge to access toys or for a quiet time reading stories or settling to sleep. Good standards of hygiene are adopted and children are becoming confident with self-care routines when the childminder vigilantly ensures their runny noses are routinely wiped. Babies are provided with spoons at mealtimes and are competent with finger foods and using their spouted water cups which they independently access when they are thirsty. Daily outdoor activities are provided with some access to the garden and regular trips to the local park. Use of the large play equipment extends children's physical skills and with the childminder's vigilant approach, allows them to take some risks to challenge themselves. Regular trips out into

p.5

The contribution of the early years provision to the well-being of children

the community, for example, to the library or local shops and attendance at toddler groups supports children's understanding of the wider world and extends their social experiences. This helps them develop social confidence and prepares them for their future transitions to nursery or school.

p.5

provision

The childminder has a good understanding of the safeguarding and welfare requirements, which means her provision is safely organised and children are protected. All required policies and procedures are implemented and to underpin her understanding and share information with parents many are documented and regularly reviewed. The childminder is fully aware of her responsibility to protect children and of potential indicators of abuse or neglect. She is clear about the local procedures and has all contact details should she have any concerns regarding a child in her care. Her home is well maintained, safe and secure. She vigilantly checks the identification of visitors and keeps a written record. The childminder's good understanding of the learning and development requirements means children make good progress in all areas of learning. Her welcoming and enabling play environment along with effective and responsive processes for observation,

p.5

provision

The childminder attends other childcare groups and has links with other local childminders, which supports the development of her practice. She has also received support from the local authority development team to assist in updating her knowledge of how to promote the learning and development requirements and use documentation to help her monitor and evaluate her provision. She demonstrates commitment to continually improving her provision. For example, since the last inspection she has completed an early years qualification to level 3. Through self-evaluation and because she knows what good practice looks like, she is able to identify relevant areas for development and has plans for how she wants to develop her practice. For example, she is introducing more outdoor learning opportunities, including growing fruit and vegetables in the garden.

p.6

provision

The views of parents are gathered through the use of questionnaires. Positive responses, such as, 'she is a credit to childminders', 'we are thrilled with the relationship and bond which has developed' (between the childminder and child) and also that children are 'happier and more rounded', support the effectiveness of the provision and the strong partnerships with parents. The childminder is also aware of the need to link appropriately with other providers to promote continuity in children's learning, however, she currently has no children who attend any other settings.

p.6

The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

p.6

Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

p.6

Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

p.7

Inspection

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.7

Setting details

Unique reference number 315495 Local authority Bolton Inspection number 701899 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 1

p.7

Telephone number

set out in the guidance ‘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.

p.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

p.8

Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

p.8

Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

p.8

Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

p.8

Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

p.9

Type of provision

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

p.9