Ashworth, Kate

Inspection date

Previous inspection date 14/05/2013 17/12/2009

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early years provision

This inspection: 4 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 4

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This provision is inadequate

 The childminder does not keep the attendance register consistently up-to-date, which is a legal requirement, to show the children who have attended and the hours they are cared for.  Planning and observation to support children's learning is not precise, because it does not cover all areas of learning in order to maximise their progress.  The ways in which the childminder monitors her practice and thinks about how she can improve this are not adequate. She has not reviewed her knowledge and practice, in order to take account of revisions to statutory requirements.  Information exchange with other settings that children attend is mainly concerned with welfare rather than about individual children's progress. This means that this information is not available to help the childminder plan precisely for children's learning.

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It has the following strengths

 The childminder is caring and enthusiastic with children. She talks and plays with them to develop their learning and provides a range of outings to support this. The childminder is undertaking further qualifications in order to better support children's learning.

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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 reviewed a range of information available about the childminder, to prepare for the inspection.  A tour of the areas of premises used for childminding was made.

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Inspection activities

 The inspector carried out observations on the childminder and her interactions with children throughout the inspection and examined samples of documentation related to children's welfare and learning.

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Inspection activities

 The childminder was interviewed to ascertain her knowledge of areas, such as safeguarding and individual children's learning.  The inspector also spoke to children to gain information about their learning.

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Information about the setting

The childminder registered in 2006 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and two children aged nine and five in the Little Lever area of Bolton. The whole of the ground floor is used for childminding, along with the upstairs bathroom. There is a fully enclosed rear garden for outdoor play. The family has two pet parrots.

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Information about the setting

The childminder visits local toddler groups, parks, shops and soft play centres. She provides care from 7am to 6pm Mondays to Fridays. She also offers some care periods at weekends. The childminding service is closed for family holidays and bank holidays. The childminder is available to collect from primary schools and nurseries in the area. There are nine children on roll attending for a variety of sessions, of whom three are in the early years age range.

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Information about the setting

The childminder has a relevant level 2 qualification and receives support from the local authority. She is working towards a level 3 qualification in childcare.

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must:

 ensure that the record of attendance is consistently kept up-to-date with the hours that children attend and their names

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must:

 ensure that planning and observation cover all areas of learning in order that children make the best possible progress from their starting points.

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

 develop the ways in which the childminder monitors and evaluates all areas of practice to bring about continuous improvement

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

 develop the extent of information sharing with other settings attended by children in order to exchange information about individual children's progress and support more precise planning for their learning.

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who attend

The childminder provides a range of activities, outings and resources that support children's learning and help them to make steady progress. However, observations do not lead to plans being made for individual children that cover all areas of learning. The childminder makes monthly written observations on children and writes brief next steps, but does not include detail about all areas of learning that can be developed from what she has seen about children's learning. This means that gaps in learning may not be identified and also indicates a lack of monitoring of the process. Consequently, planning is not precise to meet all children's needs and this limits its effectiveness. The childminder establishes children's starting points in learning with parents and completes detailed tracking records for this with them, which she subsequently adds to. The childminder has an awareness of the importance of letting children lead their learning, such as when she

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who attend

provides a baking activity when a child shows an interest in making cakes. However, she does not use this to provide learning in all possible areas for the activity. For example, when baking with a child who has made less progress in learning to measure than in other areas of mathematical development, she does not provide opportunities for the child to help measure out ingredients. However, she demonstrates an awareness of the child developing her coordination skills by letting her stir the mixture. The childminder can explain the learning children may take from experiences, such as painting or making collages. For example, how they learn colours by looking for red pictures in a catalogue to cut out to make a collage dress for a cartoon character.

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who attend

The childminder uses local outings daily to support children's learning. She visits local playgrounds and country parks to help children learn about the natural world and the seasons, as well as providing exercise for them. The childminder attends a local childminder group so that children can access different toys and resources and play with other children. She also provides outings further afield in the holidays for all children, including to city farms, science museums, zoos and the seaside. The childminder talks to children about these trips in order to develop their recall of previous events and their communication skills.

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who attend

When children play with the doll's house, they involve the childminder by giving her a doll to use in role play. She asks children about what she should say and do in the role play, showing knowledge of how to let children lead play. This promotes children's communication and language development as they model what the dolls say and also explain to the childminder what is happening. The imaginative play also supports children's creative development. Children play with toy cars and the childminder uses the opportunity to reinforce learning about number and colour, as well as making some use of words about comparison of size, introducing early mathematical language. The childminder understands the value of exploratory play and has created a 'treasure basket' with materials and objects of different colours and textures for children to use in a variety of ways. This supports children's learning by providing opportunities to talk about the

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who attend

objects and also to incorporate them into play. Overall, children receive a suitable range of outings and experiences to prepare them for school, although, these are not precisely planned around their individual needs, which limits their effectiveness and learning.

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who attend

The childminder has long-standing partnerships with the schools she collects from and exchanges information with staff; however, this is largely concerned with welfare rather than individual progress. As a result, information about children's progress that could be used to inform individual planning for learning is not available to support this. This also indicates a lack of evaluation of this aspect of practice. She informs parents about the activities and any learning that children have shown during the day, and makes children's files of observations and photographs available to parents so that they can engage with their children's learning through this. Children take home any artwork they have produced, so that parents can see the learning they have achieved through creative activities.

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

The childminder forms attachments with children that meet their emotional needs and they are confident and talkative with her. She demonstrates knowledge of their individual interests and responds positively to their ideas for activities, in order to support their self- esteem. The childminder uses praise to reinforce good behaviour and also provides clear boundaries in a calm manner when children need help to manage their behaviour. This is underpinned by a suitable policy for behaviour management. Children respond well to her polite requests and show good behaviour. For example, they tidy up the toys before tea, with only a little support from the childminder.

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

The childminder takes care to promote children's self-help skills, such as when she lets children decide if they need help to use the toilet. This shows that she is aware of the need to let children make decisions in order to maintain emotional well-being. She encourages children to maintain suitable personal hygiene by reminding them to wash their hands and talks to them about why they might become ill if they don't do this. Meals are healthy, with home-cooked food, such as pasta for tea, and several choices of fruit are offered to children for snacks. This means that children have opportunities to learn about the foods that are healthy choices, as the childminder makes one night a week 'treat night' as a contrast to other mealtimes. Consequently, this helps children to distinguish between foods that are healthy and those that should be eaten only occasionally. Children have daily outdoor exercise either in local parks or in the rear garden. The childminder provides

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

equipment, such as age-appropriate trampolines, climbing frames and wheeled toys, which help children to take reasonable risk in their play, with supervision. Parental permission is sought before children can use large outdoor play equipment, to protect children's safety. The childminder also uses local soft play centres to provide an alternative exercise opportunity for children and to develop their whole-body control. She takes children to baby and toddler groups in order to provide opportunities for them to play alongside children of a similar age and to develop their social skills.

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

The premises and the vehicle used to transport children are well maintained and suitable public liability and motor insurance is held. The childminder has parental permission to carry children in her car or use other methods of transport, as part of her procedures to support children's safety and well-being. The areas used for childcare, including the kitchen and the bathroom are clean, with any potential hazards out of sight and reach. There is a first aid box accessible to adults which is suitable for purpose. Toys are accessible to children and these are stored so that only age appropriate ones can be reached by them. This helps to prevent accidents. Children develop independence by being able to select toys and also have the opportunity to make choices about what to play with. This helps to support their learning. The childminder regularly checks toys and resources to make sure that they are safe and fit for purpose.

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

Prior to children joining the childcare, the childminder seeks information from parents that meets the statutory requirements for information to be held. She also ensures that she has information regarding any health needs, such as allergies, and makes sure that foods provided for children are free from any ingredients they are sensitive to. This helps to maintain children's good health. The childminder asks parents about children's preferences and dislikes, in order to help them to settle as quickly as possible, so that they feel secure and can learn. She has an understanding of the importance of passing on information to children's next settings, such as full-time school, in order to support continuity of learning and welfare.

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provision

The childminder has suitable risk assessments in place to help support children's safety and welfare on the premises and on outings. The childminder demonstrates an adequate understanding of how to manage any concerns she may have about the welfare of children in her care. The childminder completes records regarding any administration of medicines to children and has suitable policies for this, along with keeping appropriate records of any accidents and existing injuries for children. This supports children's welfare. However, she does not maintain the attendance register so that it is fully completed for all of the days prior to inspection, with the hours that children have attended. This is a breach of statutory requirements. It demonstrates a lack of understanding of the need for this record for safeguarding purposes, for both the childminder and the children she cares for. It is an action which is outstanding from the last inspection which shows inconsistency

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provision

in her approach to continuous improvement. The childminder has a valid certificate in paediatric first aid to show that she has up-to-date training to deal with emergencies of this type. Adults over the age of sixteen who live on the premises are checked for suitability, to help protect children's welfare.

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provision

The childminder has established partnerships with parents, which enable her to exchange information regarding children's welfare, activities and learning, by discussion at handover times. This means that parents are kept adequately informed about their children's day in the care of the childminder. The childminder demonstrates an awareness of the importance of working with other professionals for children with special educational needs and/or disabilities, in order to support their learning and welfare.

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provision

The childminder has yet to establish effective monitoring of all areas of practice, in order to maintain a satisfactory standard of record keeping needed to meet statutory requirements. In addition, the monitoring of educational programmes and planning is not rigorous enough to ensure that children have plans in place to cover all areas of learning that are precisely matched to their individual needs. This limits the impact of educational programmes on children's progress. The childminder is aware of the requirement for the progress check at two years old, but has not yet needed to implement this. The childminder is keen to develop her skills to support children's learning and is working for a level 3 qualification in childcare through a local college. However, the overall leadership and management of the childminding show a lack of reflection and monitoring and parents are not encouraged to be involved in this process. This does not help progress children's

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 maintain a daily record of the names of children looked after on the premises and their hours of attendance (compulsory part of the Childcare Register)  maintain a daily record of the names of children looked after on the premises and their hours of attendance (voluntary part of the Childcare Register).

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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 EY334829 Local authority Bolton Inspection number 913181 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 9

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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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