Childminder in Bolton

Inspection date

Previous inspection date 17/10/2013 07/02/2013

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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 and her assistant have an understanding of practical measures to keep children safe and how to manage any concerns they may have about a child's welfare. Children are observed to be happy and settled, showing that they are emotionally secure in their care.  The childminder keeps most documentation, policies and procedures needed to demonstrate the safe running of a childminding setting.  There are adequate toys, books, other resources and equipment to stimulate children and help them develop. The childminder and her assistant take children on frequent local outings to support their learning.

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It is not yet good because

 The childminder does not hold a valid certificate in paediatric first aid, in order to manage any emergencies of this type, although, her assistant does.  The activities provided for children lack consistent challenge because they are not clearly based on the observed needs of individual children. The monitoring of planning, observation and assessment for children's learning is not rigorous enough to ensure that children receive a balanced educational experience tailored to their needs.  The ways in which the childminder thinks about her practice, in order to improve it, are in the earliest stages and as yet, do not bring about sufficient sustained improvement for practice to be good.

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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

 A range of information was reviewed by the inspector, in order to prepare for the inspection.  The inspector viewed the premises that are used for childminding.

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Inspection activities

 Samples of documentation were examined, which the childminder and the assistant use when caring for children.

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Inspection activities

 The childminder and her assistant were interviewed to ascertain their knowledge of areas, such as safeguarding, managing children's behaviour and how to support children's learning.

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Inspection activities

 An observation was made of the childminder and her assistant supporting children's learning, then this was discussed with both.

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Information about the setting

The childminder was registered in 1989 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her adult child in the Kearsley area of Bolton, Greater Manchester. The whole of the ground floor, which includes the lounge and kitchen, is used for childminding purposes. Children have access to the first floor bathroom and there is a rear garden for outside play. The family has a pet cat.

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Information about the setting

The childminder attends toddler and childminding groups with the children. She takes and collects children from local schools.

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Information about the setting

There are currently four children on roll, one of whom is in the early years age group. The childminder operates each weekday, all year round, except for bank holidays and family holidays. She is registered to work with an assistant. The childminder and her assistant are qualified to level 3 in childcare.

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must:

 ensure that the childminder has a valid certificate in paediatric first aid

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must:

 ensure that the childminder is accompanied at all times by her assistant, who holds a valid paediatric first aid certificate, when caring for children, until she has gained a valid paediatric first aid certificate in her own right

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must:

 make individual plans for children's next steps in learning based on precise observations and assessment, monitoring this to ensure that children receive a balanced learning experience.

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

 develop ways to demonstrate robust evaluation of childminding practice, along with the use of opinions of others, in order to drive rapid continual improvement.

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who attend

The childminder makes some observations of children's learning and development, in order to assess their progress. She shows an awareness of how age-expected norms of development can be used to decide if a child is developing in line, below or ahead of their age. However, the detail of this and how it is monitored for its effectiveness, is not clear enough to ensure that children receive precise individual planning to meet their needs. It also does not offer the means to make interventions, which are timely enough to prevent future difficulties in learning becoming greater. Children are, consequently, making steady progress in their learning but this is not as a result of planning tailored to their individual needs and interests. The programme of activities lacks consistent challenge to maximise children's learning to prepare them for their next stage of learning, such as school. The range of activities and outings are, therefore, adequate for children's ages and stages to

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who attend

support their learning, but the lack of precise planning means that support for learning is not good. The childminder keeps learning records with photographs for each child, although, these were not available on the day of inspection, as the childminder had passed these to parents, to help them engage with their children's learning.

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who attend

The childminder and her assistant support children to engage in freely chosen play, such as with a toy kitchen and plastic food. They provide opportunities to help children learn to follow simple instructions, such as finding items from the toy food basket. This also checks children's knowledge of words, supporting their communication and language development. They also bring talk about counting and knowledge of colour into activities, such as when children make patterns in peg boards with small coloured pegs. This supports children's early development in mathematics and number. The assistant encourages the child to identify shapes as they place pegs in the board, developing their knowledge of the correct names for these. The childminder also demonstrates an understanding of how the activity supports children's developing fine manipulative skills as they hold the pegs between their fingers and thumbs to place them in small holes. When

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who attend

children make jigsaw puzzles of teddy bear figures, the childminder is able to identify that children can learn about colour, clothing names and size through the assistant talking to them about this. This shows that the childminder recognises that activities can sometimes support several areas of children's learning and this can be used to inform observations and future planning.

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who attend

The childminder shows an understanding of the importance of passing on information to children's next settings, if they leave her care. She also is aware of why exchanging information about children's progress with any additional settings they may attend is important for continuity of learning.

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

Children are happy and settled with the childminder and her assistant. They talk to the adults, to involve them in their play, showing good emotional security. Children have independent access to an adequate range of toys, which are clean and well maintained. This means that children can play safely, while developing independence, when they select what they want to play with. The childminder has suitable measures, such as safety gates and cupboard catches, in order to keep children safe on the premises. She seeks permissions from parents regarding a range of matters, such as seeking emergency medical care or applying nappy creams, to protect children's health. The childminder shares her policies with parents, so that they are aware of how the setting is run, including the complaints policy and procedure. She seeks suitable information from parents before children join, to support their welfare and emotional well-being. For

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

example, the childminder asks about any dietary preferences, along with any medical needs. The childminder and her assistant provide daily verbal information for parents regarding children's welfare and activities they have taken part in, so that they are kept informed of this. The childminder has a suitable understanding of managing children's behaviour, for example, by using distraction and having clear rules and boundaries to support children's learning.

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

The childminder demonstrates an understanding of the importance of children having opportunities to learn about taking risks in their play and to enjoy exercise. For example, she knows how using playgrounds and soft play centres can help to support children developing whole body co-ordination. The childminder offers nutritious foods, such as fruit and yoghurt to children, when in her care, as part of helping them understand which foods contribute to a healthy diet.

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provision

The childminder and her assistant have a good knowledge and understanding of how to recognise and report any concerns they may have about a child's welfare, due to training. Risk assessments are suitable for outings and the premises and daily safety checks are made. As a result, children can learn by being able to play safely and freely, both in the childminder's house and on outings. The childminder does not currently hold a valid paediatric first aid certificate, in order to deal with emergencies of this type as hers has expired. This is a breach of the requirements of the Statutory Framework for the Early Years Foundation Stage. However, the childminder's assistant has a valid qualification of this type, so that children's safety is supported because they work together at all times. Most documentation that supports the safe and effective running of the childminding service is, therefore, in place. For example, the childminder keeps records for any

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provision

accidents, administration of medicines and the children cared for on the premises each day, with the times they arrive and leave her care. The childminder and her assistant demonstrate good knowledge of their policies, such as for visitors to the premises. This is in order to protect children's welfare and prevent access to them by adults, who have not been checked for suitability for this.

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provision

Some systems are in place to record children's progress in learning and development, so that the childminder is able to provide suitable activities that broadly support their learning. However, these are not clearly adapted for individual children, which limits their effectiveness overall. The childminder makes some observations on children's learning, although, these are not well monitored to ensure that she makes these across all areas of learning of the Early Years Foundation Stage. As a result, it is not clear if children receive a balanced educational programme that supports all of their interests and the areas of learning needed. Self-evaluation is in its earliest stages. However, the childminder and her assistant have recently gained level 3 qualifications in childcare, facilitating greater opportunities through knowledge, to think about what they do to make improvements. The childminder recognises that it is important to obtain views from those involved with her childminding

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provision

practice, such as parents, in order to continue to match her practice to children's and families' needs. She demonstrates a suitable understanding of the importance of working in partnership with parents, other professionals, agencies and settings, in order to meet children's needs and provide continuity of care and learning.

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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:

 ensure that an appropriate first aid qualification is held (compulsory part of the Childcare Register)  ensure that the childminder is accompanied by her assistant, who holds a valid paediatric first aid certificate, at all times when caring for children in order that at least one person has an appropriate first aid qualification, until she has this in her own right (compulsory part of the Childcare Register)  ensure that an appropriate first aid qualification is held (voluntary part of the Childcare Register)  ensure that the childminder is accompanied by her assistant, who holds a valid paediatric first aid certificate, at all times when caring for children in order that at least one person has an appropriate first aid qualification, until she has this in her own right (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 315605 Local authority Bolton Inspection number 939031 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 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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