Childminder in Bolton

Inspection date

Previous inspection date 22/04/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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 play safely and confidently in a welcoming and secure environment. The childminder has effective knowledge to safeguard children's welfare and manage any concerns regarding this.  Children's behaviour is managed well because the childminder praises children who show good manners and explains to them why some behaviours are not acceptable.  The childminder has a good knowledge of individual children through comprehensive observations, leading to accurate assessment. She plans learning experiences that are matched well to their needs and children therefore make good progress.  The childminder uses the views of parents and children in order to enhance the care and learning that she provides for children and bring about continuous improvement.

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It is not yet outstanding because

 Some resources are not easily accessible to children in order to enhance their independence and decision-making. Opportunities for children to handle natural as well as synthetic materials are not maximised in order to support communication and language development.  The childminder does not always consider the negative effect of background noise on children's speaking and listening skills and the repetitive play of very young children.

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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 viewed all areas of the premises that are used for childminding.

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Inspection activities

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

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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 discussed safeguarding and individual children's learning with the childminder.

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Inspection activities

 The inspector discussed with the childminder how she continually strives to improve standards for her service and children's care and learning.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one child aged 23 months in the Little Lever area of Bolton. The whole of the ground floor is used for childminding purposes, which includes the lounge and dining area. There is a rear garden available for outdoor play. The family has a small pet dog which is not routinely in contact with children. The childminder can provide care seven days a week from 7am till 6pm although there is flexibility regarding these times by prior arrangement. The childminding setting is open all year round apart from the childminder's holidays. There are currently six children on roll, of whom four are in the early years age range, attending for a variety of sessions. The childminder takes the children to the local park and shops in the community. She also provides care for children before and after the school day. The

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Information about the setting

childminder receives support and advice from the local authority.

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

 enhance the ways in which children showing repeated themes in their play are encouraged to think about how to use resources to explore their interest

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

 enhance the ways in which resources are accessible to young children so that they can make choices from a wider range of options and decide how to use the these in their play, including a range of natural and synthetic objects for use in supporting language development activities

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

 evaluate the effect of background noise from televisions or other devices in order to support young children's concentration and conversational skills.

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who attend

The childminder has detailed records to track 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. As a result, progress is recognised and extended. Opportunities for parents to contribute to planning for their children's learning are good. They receive updates on their children's progress every eight weeks, with planning for next steps recorded that they can comment and add to if they wish. The childminder monitors the breadth of planning using the tracking record for each child. This means she provides a balance of educational activities that cover all areas of learning. She records the individual behaviours children show as they engage in learning experiences, in order to gain further information to inform her planning. Children are offered choices in their play along with organised activities or outings across the day. They have opportunities to decide what to

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who attend

select from the accessible resources, as well as opportunities to concentrate on those led by adults. Although, the ways in which some resources are stored means that children are not always able to independently access them. As a result, opportunities for children to self-direct their play without an adults help are not maximised. The quality of teaching is good. The childminder recognises the importance of talking to children in order to extend their vocabulary. She asks them questions in order to encourage them to think then answer. However, the presence of background noise, such as from a television has not been fully considered. This means young children are easily distracted and not fully involved in conversations to enhance their speaking and listening skills. The childminder provides opportunities for children to engage in 'messy play' with materials like paint, glue and pasta, and through discussion she supports children learning new words in order to

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who attend

describe how the materials feel and look. Children develop the early skills required to promote making marks and writing through use of paint brushes, crayons and chunky pencils.

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who attend

The childminder provides small world toys, such as trains, for children to use in imaginative play, and as they play alongside others this also encourages their social and emotional development. For example, they learn to take turns or share resources. Children participate in simple role play by finding dolls to push in toy pushchairs and the childminder asks them where they are going, making suggestions to them in order to broaden their thinking and knowledge of words. She provides interesting resources for toddlers, such as, inflatable ball pools and children delight in jumping in these, developing their whole-body co-ordination. They enjoy throwing the balls back into the pool, which supports development of hand-eye co-ordination. The childminder asks them the names of the colours of the balls and corrects the ones that they do not know. She also counts to children when she throws the balls, so that very young children become familiar with

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who attend

number names, supporting early learning of words in mathematics. The childminder observes some aspects of children's repetitive play and talks to them about this. For example, she notices that children like to post objects over safety gates or sit in pop-up tents, but has not yet begun to explore how she can use this type of play more extensively to better facilitate their learning.

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who attend

The childminder takes children on local outings to country parks in order to help them learn about the natural world and the seasons. She uses children's interest in animals to broaden their knowledge of words. For example, she teaches children about different bird names. Children have opportunities to use information communication technology devices, like laptop computers, with direct supervision. They play simple games and as a result, strengthen early learning in mathematics and literacy. This effectively supports children to prepare for the transition to school. The childminder recognises when school-age children need encouragement to enjoy books more readily and plans for this. For example, she knows the school-age children enjoy playing with dolls and helps them to write a story to read to their dolls. Children develop an awareness about diversity in the community around them. They learn how others celebrate a variety of festivals and events in different

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who attend

cultures. They also use a range of creative activities to extend this.

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

Children learn how to manage their feelings and behaviour because the childminder is knowledgeable in managing the behaviour of very young children. For example, she distracts children who are finding it difficult to share by offering alternative resources that she knows they like. This supports children's emotional well-being. The childminder also explains why some behaviours can upset others, and praises the use of good manners by the children. The support for children to learn about maintaining good personal hygiene is effective and helps them to be independent. For example, a step stool is provided for children to use the wash basin after nappy changes. Parents are well-informed about their child's care, learning and activities. Daily feedback and the use of daily diaries promotes continuity between home and the childminder's care. The childminder sends examples of children's creative play home, such as paintings and collages. This helps children develop

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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 supports children's early learning in all areas. Resources are visible to children, although, not always accessible to support their independent choices. Children have daily outdoor play on or off the premises along with walks to collect other children from local nurseries. This means that children have regular opportunities to learn about taking reasonable risk in physical play, with careful supervision. They learn to enjoy exercise as part of a healthy lifestyle, developing their physical skills. The childminder also takes children to soft play centres to provide more opportunities for them to develop co-ordination. The childminding premises are clean and well-maintained. Procedures are in place to promote children's safety and help prevent illness due to cross-contamination. For example, the childminder ensures that she wears disposable gloves for nappy changes and uses anti-bacterial spray on the changing

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

mat each time it is used. The childminder provides home-cooked meals and snacks for children to support them having a balanced diet. These are healthy, with a variety of vegetables and fruit, and the youngest children are encouraged to feed themselves to enhance their independence.

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

The childminder has a thorough knowledge of the children and families that she care for. As a result, she addresses the needs of children effectively. She seeks detailed information from parents prior to the child attending and uses this to help them settle. She has comprehensive knowledge about their routines and preferences, as well as any issues regarding their health needs. The childminder provides copies of her policies and procedures for parents, so that they are aware of how they are used to support high standards of care and learning for children. A comprehensive range of parental permissions are sought in order to tailor care to children's needs and respect parents' wishes. For example, the childminder asks for permission to seek medical treatment for children in the event of an emergency and to take them on local outings. Arrangements for children joining her setting are flexible. This supports children's emotional well-being,

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

and is planned on an individual basis. Young children are observed to be secure and happy in the childminder's care. For example, they explore the space and resources confidently, and competently find their own beaker in order to meet their needs for drinks.

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provision

The childminder makes thorough risk assessments and safety checks, which are regularly reviewed so that children can play safely and enjoy a variety of local outings. The childminder demonstrates a good knowledge of procedures to manage any concerns she may have about a child's welfare. Suitability of adults living and working on the premises is checked through Disclosure and Barring Service checks, in order to protect children. The childminder has a valid certificate in first aid, so that she competently can deal with minor illness or injury. All required documentation is completed in detail to support the safe and effective running of the setting, such as daily records of children's attendance and any accidents. The childminder's practice is enhanced by the implementation of policies and procedures that effectively support all aspects of children's welfare and learning. For example, the childminder is registered as a data controller as part of her procedures for

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provision

maintaining confidentiality of information and has a clear policy regarding the use of devices with cameras when caring for children. Consequently, the measures to safeguard children's welfare are good.

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provision

The childminder demonstrates an effective knowledge and understanding of the learning and development requirements of the Early Years Foundation Stage, along with those for assessment. As a result, support for children's learning is good and children are prepared well for their next steps in learning or to complement the learning they receive in other settings. The childminder accesses support and advice from the local authority in order to support the quality of the learning and care she provides for children. She recognises the importance of regularly asking parents and children for their views in order to further enhance the provision for children's welfare and learning. As a result, the childminder makes changes to continually improve her practice in relation to children's learning and well-being. The childminder monitors the educational programmes, planning and assessment precisely. This means she provides a good balance of learning experiences on

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provision

and off the premises that promote individual children's progress.

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provision

Arrangements to work with others effectively support the children. The childminder has a good awareness of the importance of working with other professionals and settings with parents' permission to meet children's learning and welfare needs. This ensures that all children make good progress in their learning and development and are well prepared for their next steps in learning.

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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 EY469897 Local authority Bolton Inspection number 943190 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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Name of provider

Date of previous inspection not applicable

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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

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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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