Heath, Christine

Inspection date

Previous inspection date 04/03/2013 27/01/2009

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early years provision

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

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This provision is satisfactory

 Children are happy and settled and their general well-being is effectively promoted by the childminder who provides a loving environment where children feel safe and secure.  Children benefit from a stimulating and accessible learning environment both in and outdoors this helps them make suitable progress in their learning and development.  The childminder builds on children's interests and complements children's time in nursery by providing a suitable range of activities and experiences to support children's learning.

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It is not yet good because

 The childminder's knowledge of the maximum number children she may care for at any one time is not secure. As a result, she sometimes exceeds the maximum number of children she may care for over the lunchtime period.  Observation and assessment is not rigorous enough to help all children make the best progress, because the childminder does not take enough account of what each child already knows and can do.  Some children are not fully supported by the childminder to develop key skills in communication and language, this limits the progress children make.  Systems to monitor the effectiveness of the provision are not fully effective. As a result, priorities for development are not identified or acted upon to ensure all children make consistently good progress over a sustained period of time.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 interactions and activities in the playroom, dining kitchen and the rear garden.

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Inspection activities

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

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Inspection activities

 The inspector looked at children's assessment records, a selection of written records and policies and the childminder's self-evaluation.  The inspector also spoke with a parent during the course of the inspection.

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Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her daughter aged eight years in a house in Farnworth, Bolton. The whole of the ground floor, the living room on the first floor and the rear garden are used for childminding. The childminder visits the shops and park on a regular basis. She collects children from the local schools and pre-schools.

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Information about the setting

There are currently 11 children on roll, six of whom are in the early years age group and attend for a variety of sessions. The childminder holds an appropriate early years qualification at level 3 and at times employs an assistant. She operates all year round from 7am to 6pm, Monday to Saturday, except bank holidays and family holidays. She is a member of the National Childminding Association.

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must:

 develop knowledge and understanding of Early Years Foundation Stage requirements regarding the ages and numbers of children that a childminder may care for

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must:

 use observation and assessment as an integral part of identifying children's learning priorities, both on entry and ongoing, in order to shape and deliver challenging learning experiences to help children make good progress in all aspects of their learning and development.

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

 improve the development of children's spoken language, for example, by engaging children in activities without their dummies, so that they have further opportunities to move their mouths in different ways, to make sounds and to talk

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

 improve monitoring and evaluation to help identify priorities for improvement that will support children's achievements over time.

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who attend

The childminder provides a suitable range of activities and experiences that help children make satisfactory progress in all seven areas of learning, this helps prepare children for school. Children move freely within a well-resourced learning environment and children over three make meaningful choices and independently select the toys they want to play with. Consequently, they show sustained interest as they play with imagination. The childminder builds on children's previous experiences in nursery to further extend their learning. For example, aware that children have enjoyed exploring the texture of flour and mixing flour and water to make pancakes. The childminder provides oats for the children to play with and explains how they can mix them with other ingredients to make flapjacks. Consequently providing opportunities for children to experiment and create different textures. Children have regular access to a range of media and materials and express

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who attend

themselves through creative artwork and sensory play.

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who attend

The childminder is mindful of children's interests and builds on them to extend children's learning. For example, adding cars to the sand and putting compost in car tyres to encourage children to explore new textures and engage in messy play. Children have some valuable opportunities to learn about the natural world, as they grow and care for their plants and vegetables. Mealtimes are valued as a learning experience and children use simple tools with increasing skill. For example, the childminder teaches children to use a knife to butter bread or a spoon to spread chopped tomatoes on a pizza base. Children's communication and language skills are generally well supported. For example, three-year- old children engage in valuable conversations with the childminder as she asks about their time in nursery. One parent comments specifically on the progress their child has made in relation to communication. However, some children are not as well supported, because

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who attend

the childminder does not do enough to stimulate the children's interest in other activities; or use opportunities where children are engaged to encourage them to remove their dummy. This restricts the development of children's spoken language.

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who attend

The childminder uses observation to assess and monitor children's learning. However, routine observations are not fully evaluated frequently enough, to provide an accurate or precise knowledge of children's capabilities. Consequently, some learning experiences are not fully matched to children's individual learning needs. For example, a good range of resources for children to make marks with are easily accessible, but too little is done by the childminder to support more able children as they start to form recognisable letters. The childminder has a broad overview of children's capabilities and in practice she spontaneously supports and promotes children's learning to help children make some progress. For example, encouraging children to match and identify colours and shapes as they build with construction materials. However, weaknesses in observation and planning mean the childminder takes too little account of what each child already knows and can

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who attend

do. Consequently, the childminder does not always sufficiently adapt her teaching methods to help all children make the best progress they can. Parents are given a general overview of their child's progress, including the Early Years Foundation Stage progress check at age two, consistent with the childminder's knowledge. They routinely share details of significant achievements at home, however, opportunities for parents to contribute fully to the assessment process, including children's starting points are not fully utilised.

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

Children benefit from secure attachments with the childminder, which provide a strong foundation for their general well-being. Children are lovingly welcomed into a caring environment which helps children feel emotionally secure. Consequently, children demonstrate a strong sense of belonging, they rush enthusiastically into the childminder's home and move around purposefully, making confident requests to play outdoors. Care needs and routines are discussed and agreed with parents prior to admission. As a result, children settle quickly and benefit from consistent care that meets their individual needs. Children are well supported by the childminder as they learn to manage their personal needs, for example, toilet training.

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

The childminder routinely promotes children's good health. They enjoy a varied range of healthy and nutritious meals and snacks and have daily access to outdoor play. This provides opportunities for children to practise and refine large movements. For example, as they dig in the soil and use a brush to sweep the decking. Children move freely and energetically within the garden, two-year-olds skilfully manoeuvre 'sit and ride' toys avoiding obstacle in their path. Older children continue their imaginative play in the fresh air and sunlight, which contributes to a healthy lifestyle. Children are becoming increasingly aware of their own safety, because the childminder highlights the importance of holding on while climbing down the steps to the garden. The childminder is mindful of children's developmental stages and two-year-old children are encouraged to take turns and share resources to help them develop an understanding of acceptable behaviour.

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

Children's personal, social and emotional development is appropriately fostered; this promotes children's self-confidence and independence, which helps ensure children are adequately prepared for their transition into school.

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provision

The childminder is an experienced practitioner who satisfactorily meets most of the safeguarding and welfare requirements to ensure children's care and wellbeing is adequately promoted. However, her knowledge of the maximum number of children she may care for is not secure. As a result, she sometimes exceeds the maximum number of children aged under five years that she may care for while working alone, such as over the lunchtime period. However, this does not impact upon children's care as one child is usually collected by their parents during this time. When caring for more than three children aged under five years for longer periods the childminder employs an assistant, who works under her direct supervision. Details of the childminder's policies and procedures are appropriately shared. The childminder has a sound knowledge and understanding of child protection issues and the procedure to follow to protect children

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provision

from possible harm. The childminder's safeguarding procedure is prominently displayed to ensure assistants are also able to implement appropriate procedures. Consequently, children are effectively safeguarded.

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provision

A recent serious incident required Ofsted to set an action to ensure children are adequately supervised; are kept safe whilst on outings, and do not leave the premises unsupervised. The childminder took immediate action to make sure children were safe and demonstrated through discussion how children are kept safe whilst on outings including when they are escorted to and from school.

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provision

Systems to monitor the effectiveness of the provision, including the educational programme, planning and assessment are not fully effective. This means the childminder does not have an accurate knowledge of children's capabilities or securely plan for their future learning to help children make the best progress they can. The childminder is keen to further improve her practice and regularly attends additional training to update her knowledge, but this is not always fully reflected in practice. Mutually respectful relationships are evident between the childminder and parents, who comment positively on the care their children receive. The childminder works in partnership with local nurseries to help support children's learning. The childminder is aware of the importance of working with other agencies to ensure identified children get the support they need.

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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 action. 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 EY367124 Local authority Bolton Inspection number 892801 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 11

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Telephone number

set out in the guidance ‘Complaints procedure: 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, which are usually the childminder’s 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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