Childminder in Bolton

Inspection date

Previous inspection date 27/02/2013 16/11/2010

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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 undertakes regular observations on all children. This informs the childminder of children's individual development stage.  Teaching and learning is supported by providing age appropriate resources which support most aspects of learning.  The childminder has a knowledge and understanding of the importance of working with other professionals to support children during the transition process.  The childminder has relevant relationships with parents and shares information through daily verbal exchanges.

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It is not yet good because

 The childminder does not record who has parental responsibility for each child in her care.  The childminder does not have thorough self-evaluation in place which clearly plans for improvement and does not take into account the views of children and parents.  There are limited resources which promote multi-cultural aspects. This limits children's understanding of the world.

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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 observed activities and children at play throughout the inspection.  The inspector spoke with children and the childminder throughout the inspection.  The inspector observed all documentation given at inspection.

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Information about the setting

The childminder was registered in 1986 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in a house in the Breightmet area of Bolton in Lancashire. The whole of the ground floor and a first floor bathroom are used for childminding. The childminder attends a weekly music group and activities at the local children's library. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently seven children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 6.30am to 6pm, Monday to Friday, except bank holidays and family holidays.

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must:

 ensure that information about who has parental responsibility for each child is recorded.

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

 develop self-evaluative practice further to clearly identify areas of development and to take into account the views of children and parents

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

 develop resources to support children's understanding of the world and different cultures. For example, by using cultural artefacts and dual-language books.

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who attend

The childminder has a sound knowledge and understanding of how to promote the learning and development of young children. She plans activities which offer a range of learning opportunities. For example, children play with dolls and use their imagination as they choose different outfits and discuss different scenarios. This supports children's personal, social and emotional development. The childminder supports children during their play by posing questions. For example, children play with a colour matching puzzle and the childminder asks 'what colour is that one'? and 'I have got one more than you, how many have I got?' This teaching strategy supports children in their critical thinking and supports continued learning. Children choose from a range of resources which support them in their learning and development, such as games and jigsaws, creative resources, construction toys, books and role play equipment. However, resources to support

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who attend

children's understanding of the world and exploring different cultures are limited.

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who attend

The childminder observes children and plans activities based around their interests. For example, children interested in animals are supported by the childminder planning a trip to visit the local aquarium. The childminder identifies next steps in children's learning and records their development. Children are making steady progress as they move towards the early learning goals. Children are developing their language skills. For example, children look at books commenting on pictures and asking questions. Children use menus in an imaginative activity to plan a creative menu, which helps them explore early reading and writing skills. For example, children use pizza menus and write down their choice of pizza and associated price. Younger children use picture clues to help them identify different choices. The childminder undertakes baseline assessments to determine children's starting points on entry, speaks with parents and uses appropriate documentation to plan for

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who attend

children's next steps in learning. The childminder invites parents to share information from home and liaises with parents through daily verbal exchanges.

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

The childminder has sufficient understanding of safety. Children move safely around the home because the childminder ensures the environment is safe. The childminder undertakes daily safety sweeps before children arrive and undertakes risk assessments to minimise potential risks. Children learn about keeping themselves safe by talking about road safety, stranger awareness and being aware of equipment that may harm, such as gardening equipment. Children are familiar and secure in routines and children enjoy being part of the setting. For example, children help to tidy toys away and wash their hands before lunch.

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

Children behave well in the setting, listening carefully to instructions and interacting with the childminder. The childminder offers consistent positive praise when a child has completed a task. This allows children to develop their confidence and self-esteem. The childminder prepares healthy options from a varied menu which supports children in their understanding of healthy eating. A menu is provided and the childminder liaises with parents to ensure that menu options are enjoyed by the children. The childminder responds well to children's likes and dislikes, encouraging children to try different foods and tastes. Home cooked options include chicken broth, sausage casserole and roast chicken.

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

The childminder provides a positive role model for the children. For example, by playing with children on the floor and becoming involved in their play. She encourages children to do tasks independently, before celebrating children's achievements. The learning environment is engaging as resources are stored on low shelving units or storage boxes on the floor, which children can easily access. The children learn about their environment and develop their physical skills by daily walks to the local school, walks in the park and weekly visits to the library. The childminder shows knowledge of passing on information at times of transition, for example, liaising with other providers if children have two provisions of care. The childminder takes children's development files into nursery to share with other providers. This provides a consistency of care and helps to support individual needs.

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provision

Children are safeguarded and protected in the setting because the childminder has a sound knowledge of local safeguarding procedures. She attends safeguarding training and understands who to contact should she have a safeguarding concern. Children are kept safe whilst in the childminder's care because she supervises the children and has suitable safety measures in place. For example, the childminder ensures exit doors are always locked and children are suitably strapped in when using the pushchair. The childminder undertakes written risk assessments covering inside and outside of the home and when children go on trips and outings. In addition, she ensures that she takes a mobile phone, parent contact numbers and a first aid kit whenever she leaves the house. Children are further protected because the childminder keeps appropriate records including accident, medication and attendance records. However, the childminder does not determine who

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provision

has parental responsibility for each child, which is a welfare requirement of the Early Years Foundation Stage.

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provision

The childminder is committed to improving practice and offering a quality service to children and families. She has attended training for continued professional development. For example, 'Talking with children' and 'Maths for the early years'. Some self-evaluative practice is undertaken. For example, she develops her practice according to children's needs and undertakes actions when identified with support from her local authority childminding advisor. However, self-evaluation lacks rigour, does not take into account the views of children and parents and does not clearly identify priorities and plans for improvement. Consequently, self-evaluation has too little impact.

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provision

The childminder is building her awareness of the revised Early Years Foundation Stage. However, is still unsure of some areas, such as the progress check at age two. She undertakes some monitoring of her planning and assessment procedures, ensuring that she uses appropriate guidance to ascertain children's progress. Children develop attachments with the childminder and request that she joins them in their play. For example, children playing with dolls comment 'We need a big space, can you help me?' The childminder has relevant relationships with parents and shows an awareness of the importance working together to support children's individual needs. The childminder works with other professionals, for example, she liaises with school staff when collecting children from school. Overall, the childminder creates a warm and welcoming environment, where children are well cared for.

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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 315644 Local authority Bolton Inspection number 819018 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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