Childminder in Bolton

Inspection date

Previous inspection date 12/04/2013 09/04/2009

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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 undertakes regular observations of the children as they play. This informs the childminder of children's interests which she builds into planned activities.  Age appropriate resources are used to support teaching and learning as children move towards the early learning goals.  The childminder has appropriate relationships with parents and shares information through daily verbal exchanges.  The childminder undertakes regular training opportunities to develop her knowledge and build on effective practice.

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It is not yet good because

 The childminder does not consistently identify the next steps in children's learning. Therefore, experiences are not always matched to their learning needs.  There are few resources to support children in their understanding of equality and diversity.  Communication methods between the childminder and a wide range of other providers at times of transition are limited.  Children do not always have opportunities to experience a wide range of different learning experiences as part of their outdoor play.

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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 activities and children at play throughout the inspection.

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Inspection activities

 The inspector spoke with children and the childminder throughout the inspection process.  Relevant documentation was observed and discussed during the inspection.

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Information about the setting

The childminder was registered in 1997 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and their two adult children in a house in the Heaton area of Bolton. The whole of the ground floor, the first floor bathroom and the enclosed rear yard, are used for childminding.

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Information about the setting

The childminder attends the library and local toddler group. She 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 four children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 5.30pm, Monday to Friday, except bank holidays and family holidays.

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must:

 ensure that information gained through observing children is used to plan developmentally supportive learning experiences that reflect what children need to learn next and will maximise their progress.

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

 extend opportunities for children to explore equality and diversity through increasing resources which promote different cultures, people and faiths

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

 develop further the methods for communicating with other providers during times of transition, in order to ensure that all providers are aware of children's individual care and learning needs

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

 plan for children to benefit from a wider range of different learning experiences outside, for example, by providing early writing materials that they can use freely as part of their outdoor play.

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who attend

The childminder has a satisfactory knowledge and understanding of how to promote the learning and development of young children. She offers activities which provide learning across all areas of learning. For example, children undertake creative activities using recycled materials, learning to explore different shapes, colours and textures. The childminder promotes learning by supporting children with skills, such as how to use a glue stick or scissors effectively. The childminder supports children during their play by sitting on the floor with them and engaging in their play. She models how to do things so that younger children begin to understand how to use different resources. Children choose from resources which support them in their learning and development, such as construction toys, vehicles and role play equipment. They actively learn and think creatively when completing a jigsaw, naming colours, counting and encouraged

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who attend

throughout, as the childminder talks to them and helps them learn new things. Children are developing their language skills through singing familiar rhymes and songs. Children mimic the vocabulary of others, explore making different sounds and sing independently as they begin to build their vocabulary and communication skills. Children often play outside, enjoying a variety of equipment that supports their physical development, such as hoops, balls and skipping ropes. However, opportunities for children to learn and experience a variety of different things outside, such as making marks, are less well developed. This limits children in making the most of the outdoor learning environment.

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who attend

The childminder plans activities based around children's likes and dislikes. In addition she shares planning information with other settings that a child may attend, such as nursery. This supports continuity in children's learning and experiences. The childminder observes children and uses this to monitor what they can do. However, children's next steps in development are not always clearly identified, which results in learning experiences not always being matched to children's needs. As a result, children are not always helped to make as much progress as they can towards the early learning goals.

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who attend

The childminder shares information about children with parents through daily verbal exchanges. This allows parents to share care issues, such as potty training, and to gain valuable information about what their child is learning from the childminder, so that they can to continue with this learning at home. Settling-in sessions provide time to discuss how the move from home and into the childminder's care can be eased. For example, staggered starts are offered and the childminder recommends that children bring a comfort item from home. These initiatives help children to settle and to develop their personal, social and emotional skills. Parents are complimentary about the childminder and make comments, such as 'the childminder provides a safe and secure environment where my child is fulfilled' and 'my child has settled really well and has gained in confidence'.

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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 children by interacting with them. For example, she sits on the floor with them as they play with emergency vehicles, encouraging children to develop their language skills by making different vehicle sounds. She encourages children to do tasks independently and celebrates children's achievements. The indoor learning environment is engaging as resources are stored on low shelving units or boxes, which children can easily access. This allows children to make choices and decision about what they want to play with and gives them the confidence to explore. Children learn about their environment and develop their physical skills during walks in the park and trips to the local school. They also learn to be sociable with others during visits to the library to loan books and through attending local playgroups. Resources are developmentally appropriate and offer opportunities in all areas of learning.

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

However, resources to promote and support children's understanding of equality and diversity are less well used. Children have opportunities to play outdoors on a daily basis. They experience a wide range of different activities and equipment indoors, and use small play equipment outside to help them learn to move their bodies in different ways. However, the childminder has not yet fully recognised the benefits of using the outside area to extend and enhance all aspects of learning and development, so that children have the freedom to do things, such as make marks, in different ways outside.

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

Children behave well in the setting. They play well with one another and share resources, playing cooperatively. They listen carefully to instructions and interact with the childminder. For example, children help to tidy away their toys before choosing different ones to play with. The childminder encourages children and gives consistent praise when they have done something new or completed a task. This develops children's self-esteem and confidence. The childminder offers healthy snacks, such as fresh fruit, yogurt and juice, and attends to children's individual dietary needs. Water and milk are available throughout the day and children independently access this by having designated drinking cups. Children bring their own packed lunches from home.

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

Children learn about keeping themselves safe through discussions about crossing the road safely, the use of plug covers on plug sockets and the danger of eating food that may be too hot. Children are familiar and secure in routines. For example, when children independently visit the bathroom they are aware that they have to wash and dry their hands. The childminder supports individual routines as much as possible. For example, the childminder takes children to the doctor, when requested by parents. The childminder speaks with parents to determine children's starting points on entry and develops parent partnerships through daily verbal exchange and by liaising with parents when she undertakes the progress check for children aged two. Parents are free to stay as long as they wish when a child is settling-in, which gives an opportunity for parents to share information and build meaningful parent partnerships.

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

The childminder supports children during times of transition by reading books which help prepare children for change, and by attending the Christmas Fair at the local school. This helps children to become familiar with the school building and routines However, children are less well supported when they attend settings other than the local school where partnerships are less well developed.

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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 regular safeguarding training, her knowledge on best practice up-to-date. As a result, she has a clear understanding of what to do and who to contact should she have a safeguarding concern. Children are kept safe while 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, undertakes regular emergency evacuations and references documentation centred around keeping children safe in domestic settings. Children are further protected because the childminder keeps appropriate records, including accident, medication and attendance records. The childminder has sufficient understanding of safety. Children move safely around the home because the childminder ensures all

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provision

hazards are minimised. The childminder undertakes daily safety sweeps before children arrive and undertakes risk assessments for inside and outside the home to reduce potential risks. For example, when going on outings the childminder ensures she has a first aid kit, mobile phone and children's emergency contacts with her at all times.

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provision

The childminder is committed to improving practice and works well with the local authority advisor, regularly attends further training and attends network meetings to keep up-to- date with changes in practice. The childminder has recently completed training on 'Undertaking the two year progress check' and 'Observation, planning and assessment'. Self-evaluative practice in undertaken. For example, the childminder considers if children have enjoyed an activity and how she can adapt it to better engage children in independent learning. Self-evaluation identifies areas for development and takes into account the views of parents through the use of parent questionnaires.

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provision

The childminder is building her awareness of the revised Early Years Foundation Stage. She undertakes some monitoring of her planning and assessment procedures, ensuring that she uses appropriate guidance to ascertain children's developmental stage and track their progress. Children develop secure attachments with the childminder as she provides a caring and nurturing environment. The childminder has relevant relationships with parents and shows an awareness of the importance of 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 to support their continuity of care.

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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 315555 Local authority Bolton Inspection number 819015 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 4

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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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