Childminder in Bolton

Inspection date

Previous inspection date 11/03/2014 17/10/2013

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children are cared for in a welcoming and secure home, where both the childminder and the assistant have good knowledge of how to manage any concerns they may have about children's welfare.  The childminder and the assistant have a thorough understanding of how to plan activities which help children to learn and develop based on their observed needs, as well as how to identify any gaps in learning through assessment.  Partnership with parents is effective in supporting children's learning and welfare, and the childminder has a good awareness of the importance of working with other settings and professionals when needed, to support continuity.  The childminder's and the assistant's commitment to gaining qualifications has enabled them to improve the evaluation of the provision in order to bring about improvement.

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It is not yet outstanding because

 There is scope to enhance the ways in which the childminder and her assistant monitor the use of questioning. This is so that the already good support for children's language development and thinking can be further refined and also to extend the role of parents in assessment of their children's learning.  The childminder and the assistant are beginning to explore their professional development opportunities having gained level 3 qualifications and there is capacity to embed this further in order to enhance the provision for children's welfare and 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

 A tour of the areas of premises used for childminding was made.

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Inspection activities

 The inspector checked the qualifications of the childminder and the assistant, along with evidence of the suitability of adults living or working on the premises.

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Inspection activities

 The childminder's and the assistant's knowledge of areas such as safeguarding and how to enhance the support for individual children's learning was ascertained by discussion and observation.

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Inspection activities

 Samples of documentation related to children's welfare and learning were examined by the inspector.

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Inspection activities

 The inspector asked the childminder and her assistant about the ways in which they think about their practice and gain information in order to bring about continuous improvement of the provision.

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Information about the setting

The childminder was registered in 1990 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her daughter, who is also registered as her assistant, in Kearsley, Bolton. 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 two pet cats and a tortoise.

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Information about the setting

The childminder attends toddler and childminding groups with the children. She takes children to, and collects them from local schools. There are currently four children on roll, one of whom is in the early years age range. The childminder operates each week day, all year round, except for bank holidays and family holidays. The childminder and her assistant are qualified at level 3 in childcare. Support and advice are provided by the local authority.

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

 extend the ways that parents can engage with their children's learning by involving them in the assessment process in order to further enhance the detail available to support planning

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

 enhance the ways in which the childminder and the assistant make evaluations of the ways in which they ask children questions so that they are consistently required to think critically before answering

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

 explore the ways in which the assistant and the childminder can enhance their practice further, apart from attending training courses, such as by accessing relevant websites and using relevant books and publications in libraries.

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who attend

The childminder has a detailed knowledge of children's progress in all areas of learning, and uses her own observations, along with information from parents, to assess children's starting points in learning. Her assistant is also able to make observations, so that she can note children's progress and contribute to assessment and planning for children's future learning. Parents contribute to the planning process by providing verbal information about their child's interests and experiences away from the childminding setting, both when children join and on an ongoing basis. This means that the childminder and the assistant are able to make precise and effective plans for children's learning together, using more information than their own observations and assessments. The childminder makes use of activities based on festivals from different cultures, themes and national events to enrich the educational programme based on children's observed needs. For example, when

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who attend

children show a persistent interest in animals, she plans to use a theme of 'Spring' in addition to working on their observed needs to help them learn about animals at this time of year. The childminder monitors the breadth of the planning so that she and the assistant provide a balance of educational activities that cover all areas of learning for children. She has also recently begun to look for the behaviours that children show as they engage in play, so that she is aware when they are likely to be learning effectively. The childminder offers a balance of both freely chosen play and organised activities across the day. This means that children can learn how to select their own activities as well as having opportunities to sustain concentration on ones led by the childminder or the assistant. Children are therefore well-prepared for their next steps in learning as a result of the childminder's practice. The childminder sends children's learning records home to parents

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who attend

frequently to keep them informed of their children's progress. Parents return these with a comment about their child's progress and there is scope to extend this involvement with assessment further, in order to add even greater precision to planning.

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who attend

Quality of teaching is good because the childminder and the assistant use questions to ascertain children's learning and then develop this from what children show they know. The majority of questioning is aimed to encourage children's responses to be in sentences, and there is scope to monitor this aspect of practice in order to enhance the progress both the childminder and assistant have made as a result of professional development. Support for children's development in communication and language is good because children are offered learning experiences that can be used flexibly depending on their imaginative ideas. For example, the childminder offers children play with a mixture of cereals of different textures, colours and smells and mixes figures of animals as well as tools, such as scoops into this. This supports children's interest in animals. Children fill containers using the scoops and the assistant counts how many are needed for this. The childminder

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who attend

also works on children's counting and helps them to count back down from 10 in the correct order as this is one of their observed learning needs. This supports children's early development in number. The childminder and the assistant ask children for the names of the animals hidden in the cereal and also of the colours of the cereal pieces, to check their accurate knowledge of this. Children are absorbed by their play with the tiny pieces of cereal and sprinkle them whilst repeating 'it's raining!' as they make a link between the sound of rain and the sound of the cereal landing in the tray. This demonstrates how the activity has stimulated their imagination. The assistant uses this 'on the spot' opportunity to introduce song and rhyme about rain, extending the experience into creative play. Good use is therefore made of one activity to support development in several areas of learning.

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who attend

Children have opportunities to learn about the natural world because the childminder provides activities for them to handle and watch living things, such as a moth chrysalis. The assistant explains how these must be handled carefully, as they are alive and getting ready to change from caterpillars into moths. This teaches care and respect for living things, no matter how small. Children can also watch the pet tortoise and help to look for it when it has hidden itself. This search helps to develop children's knowledge of positional language as they are encouraged to look 'under' or 'behind' objects for it.

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

The range of resources on the premises is comprehensive and highly accessible to children. This helps children to make their own choices about what to play with, extending their independence. Children have daily access to local parks and playgrounds to run and play games, along with walks to collect other children from local schools. This means that children have frequent opportunities to learn about taking reasonable risk in physical play, with careful supervision. The childminder makes good use of walks in order to develop children's understanding of listening to and complying with instructions as well as developing their awareness of road safety. Children are able to enjoy exercise as part of a healthy lifestyle, developing their whole-body coordination. The childminder uses local groups for toddlers and pre-school age children in order for them to play with other children of a similar age, and support their development of social and communication

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

The premises evacuation procedure is carried out with the children in order to familiarise them with this in the event of it being needed. There are good safety measures and procedures in place to minimise the likelihood of accidents to children, such as the use of cupboard catches in the kitchen. The premises are clean, with thorough measures to promote children's safety and help prevent illness due to cross-contamination. For example, children wash their hands before eating or after touching pets and the childminder and the assistant explain why this is important to support their good health. The childminder provides healthy meals and snacks for children to support them having a balanced diet. She asks children about what they would like and then tries to incorporate their healthy suggestions in order to support good nutrition for children. Drinking water is accessible to children at all times and the childminder and the assistant encourage them to

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

take drinks frequently in order help them learn how to meet their needs for this.

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

The childminder and assistant both act as key persons for children in the early years age range and ensure that they share knowledge and observations in order to support children's well-being effectively. Parents are well informed about their child's care, learning and activities, to promote continuity between home and the childminder's care using daily verbal feedback. The childminder has a thorough knowledge of the children and families for whom she provides a childminding service, which means that she can address the needs of children well. She seeks detailed information regarding children from their parents prior to them joining. This is used to help children to settle rapidly as she has a comprehensive knowledge about their routines and preferences, as well as any health- related issues. The childminder shares her policies and procedures for parents who use her setting, so that they are aware of how these are used to support good standards of

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

care and learning for children. She seeks permissions from parents in order to support children's well-being, such as in the event of them needing emergency medical care or for plasters to be used over minor injuries. Arrangements for children when joining her setting are very flexible, in order to support their emotional well-being, and this is planned on an individual basis to precisely meet their needs.

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provision

Following a recent visit by Ofsted, the childminder received a notice to improve to ensure that smoking does not take place on the premises during or immediately prior to childcare taking place and also for both the childminder and her assistant to have valid paediatric first aid certificates. The childminder has acted accordingly and children's safety and well- being are now fully assured.

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provision

The childminder makes risk assessments and safety checks, which are regularly reviewed. This enables children to play safely and freely, and enjoy a variety of outings. The childminder and her assistant demonstrate a thorough knowledge of procedures to manage any concerns they may have about a child's welfare including if an allegation is made against them. Suitability of adults living and working on the premises is checked through Disclosure and Barring Service checks, in order to protect children. The childminder and her assistant both have a valid certificate in paediatric first aid, so that they can deal appropriately with any emergencies of this type. All documentation is completed in detail to support the safe and effective running of the setting, such as daily records of children's attendance or any accidents. The childminder's practice is enhanced by the use of policies that underpin all aspects of children's welfare and learning. For

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provision

example, there is a policy regarding smoking on the premises which has been recently reviewed to ensure its implementation protects children's good health.

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provision

The childminder and the assistant demonstrate a good knowledge and understanding of how children learn, along with the learning and development requirements of the Early Years Foundation Stage. Consequently, they provide comprehensive support for children's learning and children are well prepared for their next steps in learning. The childminder receives regular visits and evaluations from the local quality team staff to monitor the quality of teaching, learning and care for children. She works in partnership with them effectively in order to bring about continuous improvement. The childminder recognises the importance of regularly asking parents for their views in order to further enhance the provision for children's welfare and learning. As a result, she can tailor the provision to the needs of children and families.

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provision

The childminder and the assistant discuss their practice and planning so that good practice can be developed further. The childminder and the assistant undertake training together, such as by completing qualifications at level 3 and this forms the basis for broadening their knowledge of ways to support children's learning and development. The ways in which the childminder monitors educational programmes, planning and assessment are effective in providing a balance of learning experiences that promote individual children's development. The childminder demonstrates accurate and precise knowledge of children's progress and uses this to make plans based on their observed needs, in order to narrow any gaps in their development. She has a good awareness of the importance of working with other professionals and settings when needed to secure any additional support for children. The childminder has a robust understanding of why this is also important in order

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provision

to enhance planning and assessment for children's learning through contributing to continuity of these.

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 956361 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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