Childminder in Bolton

Inspection date

Previous inspection date 10/01/2013 24/02/2009

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early years provision

This inspection: 3 Previous inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The childminder provides a welcoming environment in which children are happy and secure in their play.  She provides activities that children enjoy and which help them to develop social, communication and manipulative skills that contribute to school readiness.  The childminder is beginning to identify areas of practice which can improve in order to help children learn better, and has successfully implemented some areas of the revised Early Years Foundation Stage, such as the development check for children over two years of age.

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It is not yet good because

 The childminder has not yet implemented consistently effective planning of educational programmes, including the use of resources and the learning environment, as a result of what she knows about individual children's learning needs.  The routine of regularly evaluating her practice in detail has scope to improve, especially with regard to monitoring assessment and planning for what she does to help children learn and develop.  Partnerships with other settings attended by children have not been fully developed in order for information to be exchanged to support children's learning in each setting.

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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.

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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.

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Inspection activities

 The inspector toured the areas of the premise used for childminding.

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Inspection activities

 Children were observed whilst engaged in activities and the inspector talked to them about their play.

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Inspection activities

 The inspector spoke with the childminder at appropriate times during the inspection and observed her interactions with children.

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Inspection activities

 Documents including assessment and planning for children's learning were examined, along with policies and other documents related to maintaining the welfare of children.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three adult children in Horwich, near Bolton. The whole of the downstairs is used for childcare, with toilet facilities situated on this floor. There is a rear garden available for outdoor play. The family has two small pet dogs and some fish. The childminder attends groups for young children and babies, and visits local amenities and parks. She is available to take and collect children from schools and nurseries in the area.

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Information about the setting

There are currently five children on roll. Four children are in the early years age range and attend for a variety of sessions, and one is a school-age child who attends before and after school. The childminder provides care all year round from 8am to 6pm, Monday to Friday, except for family holidays. She is a member of the National Childminding Association.

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must:

 develop more effective planning of educational programmes, including the use of resources and the learning environment, as a result of observations of individual children's learning needs  improve the assessment systems so that they consistently help to record children's levels of achievement and interests across all seven areas of learning.

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

 develop the self-evaluation systems in order to drive improvement including monitoring assessment and planning to help children make progress

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

 develop the ways to exchange information with other settings in order to complement what children do in each.

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who attend

The childminder has a basic knowledge of the revised Early Years Foundation Stage and is aware of changes, such as the requirement for the development check for children between two- and three-years-old. However, she has not yet completed the alteration of her assessment to include the changes to the areas of learning and development from six areas to seven. Consequently, planning does not reflect this, limiting scope for precision. Before children join the setting, the childminder obtains some information from parents in order to meet individual needs through planning. The childminder has successfully completed a progress check for children aged between two and three years, which includes information on development in the three prime areas, the next steps for learning and a contribution from parents. Parents engage with their children's learning through access to learning journeys and through discussions with the childminder.

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who attend

The childminder makes some observations on children in order to plan for individual development, but these do not lead to consistent planning for all seven areas of learning for all children. Additionally, observations are not linked to expected development bands for children's ages and stages, therefore, it is not clear how this informs the detailed assessment records that the childminder has partly implemented. This means that some opportunities for learning are not fully used to provide consistently challenging educational programmes for individual children. However, the childminder provides a balance of adult- led and child-initiated activities. The childminder also does not effectively monitor observations to assess whether these are being made consistently across the seven areas of learning, therefore, reducing the effectiveness of them when planning educational programmes. As a consequence, monitoring of observation, planning and assessment does

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who attend

Children have independent access to a range of age appropriate resources, including small world toys and construction sets. They play enthusiastically, with a range of small vehicles and the childminder supports them to learn through their play by asking them for colours of the ones they choose. Children show persistence in their play, by sending cars down a ramp on a toy garage until they are content with the traffic jam they make. Critical thinking is evident when they say 'car is too big' to fit easily down the inside of the garage. They then alter its orientation to fit it through, showing their spatial awareness and manipulative skills.

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who attend

The childminder demonstrates a satisfactory knowledge of how to extend children's vocabulary and creative development, such as by supporting them to learn what happens when paint colours are mixed together. The childminder shows knowledge of children's preferences and interests and uses some of these when devising activities. As a result, children learn because they are interested, such as when the childminder helps them to paint boxes to make a three dimensional collage of buildings in a town. However, when adult-led activities take some time, young children become restless, and there is then a mismatch between their age and stage of development and the demands of the activity. Overall, children make steady progress in their development, due to the activities provided on the premises and outings.

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

The childminder provides a welcoming environment for children, and they confidently select from accessible resources, showing a sense of emotional security with the childminder. Safety on the premises is supported by a range of measures, including safety gates and keeping external doors locked with keys out of reach, so children are protected and learn safe practice. The childminder has an evacuation procedure for the premises, in case of emergency, teaching children how to stay safe. She makes daily visual checks of the premises, to minimise hazards and help protect children from accidents. There is a first aid box situated in the kitchen in case the childminder needs to administer emergency first aid. The downstairs toilet and kitchen are clean in order to help prevent the spread of infection, with children having individual towels they can access independently, learning self-care routines. Rooms used for children's play are well-maintained, airy and have

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

plenty of floor space, providing a suitable area to accommodate several children's chosen activities. Toys and resources are clean and well-maintained to help minimise hazards.

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

The childminder supports development of self-help skills, such as by working with parents to help toilet train children, or by helping parents to implement reward charts to support children's behaviour. Children have opportunities to enjoy daily outdoor exercise in local parks, as part of learning about a healthy lifestyle. The childminder also makes regular use of a local soft play centre with other childminders and children to develop children's social and physical development. Children make choices from a broadly healthy range of foods, to learn about the importance of diet in a healthy lifestyle.

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

The childminder is aware of the importance of exchanging information with other providers to support children's well-being and learning, when this is required, such as when they go to part- or full-time education in another setting. However, ways to achieve this are not fully in place, as although the childminder uses information sent home with children, she does not yet consistently liaise with staff in other settings about children's individual progress. Overall, the childminder provides resources and an environment that gives children a satisfactory basis for the skills they need for starting school, and helps them to manage their needs.

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provision

The childminder demonstrates a satisfactory knowledge of how to recognise signs of abuse in children, and has undertaken appropriate training in safeguarding. She has suitable policies to meet statutory legal requirements to support the safe running of the childcare business, and has a range of risk assessments that she reviews as needed, to help keep children safe. The childminder keeps appropriate records for accidents and any first aid needed, along with records for the administration of medicines with parents' permission. She maintains a daily register showing the times when children enter and leave her care. These procedures help to protect children's welfare. Adults living on the premises have been checked as suitable, to support safeguarding practice. The childminder forms partnerships with parents and is aware of the need to share information with other settings, in order to support continuity of children's learning and care. However,

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provision

ways to implement this are in their early stages of development. The childminder takes into account parent's wishes for her time to be spent directly with children, with information about children's care and progress being passed on verbally rather than completing daily diaries.

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provision

The childminder is beginning to familiarise herself with the revised Early Years Foundation Stage and with support, has identified some areas where practice can be improved, such as assessment and self-evaluation. She has completed a level 3 qualification in childcare since her last inspection, and also training on first aid and child protection, showing commitment to developing her skills and understanding. All actions from the previous inspection have been met and she has made some progress to implement the recommendation regarding planning learning experiences for children, so improvements in practice are evident. Other recommendations have also been addressed, showing additional positive changes to practice, regarding risk assessment and the complaints policy. Self-evaluation and monitoring of practice, especially with regard to children's learning and development lacks precision, limiting its effectiveness. The childminder is

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provision

aware of the importance of taking children's views into account and alters plans to accommodate changes in their interests to provide activities. Overall, the childminder shows a reasonable capacity to bring about steady continuous improvement in practice.

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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

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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.

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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.

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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.

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Setting details

Unique reference number EY379053 Local authority Bolton Inspection number 821493 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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.

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Type of provision

For the purposes of this inspection the following definitions apply:

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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.

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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.

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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.

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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,

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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’.

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Type of provision

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

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