Childminder in Bolton

Inspection date

Previous inspection date 19/08/2014 13/03/2009

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early years provision

This inspection: 1 Previous inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The childminder has an excellent knowledge of how children learn and provides a rich, varied and imaginative educational programme, using precise assessment and planning for individual children. Consequently, children consistently make rapid progress in relation to their starting points.  Children are highly confident and show an excellent level of independence for their age, as a result of the childminder's practice and a carefully organised learning environment. They show superb cooperative skills when playing together.  The childminder is particularly sensitive and skilled in developing children's sense of belonging in the extremely welcoming and family focused environment. As a result, children develop exceptionally close emotional attachments and feel extremely safe and secure, which successfully promotes their all-round physical and emotional well-being.  The childminder comprehensively identifies and successfully minimises potential risks.

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This provision is outstanding

Her knowledge of the signs and symptoms of abuse and awareness of her responsibility to protect children ensures that the children in her care are fully safeguarded.  Highly effective partnerships between the childminder and parents, other early years providers and local schools make an excellent contribution to meeting all children's individual needs.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed children's activities in the two playrooms and outdoor environment.

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Inspection activities

 The inspector held discussions with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at various documents including a sample of policies and procedures, planning, observation and assessment systems and children's individual learning records.

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Inspection activities

 The inspector checked evidence of the suitability and qualifications of the childminder and carried out a joint observation.  The inspector took account of the views of parents from written questionnaires.

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Information about the setting

The childminder was registered in June 2003 and her provision is known as 'Junglers'. She lives with her husband and two children aged seven and two years in the Little Lever area of Bolton. The whole of the ground floor is used for childminding purposes. There is an enclosed garden available for outside play. The family has two pet dogs, two guinea pigs and a hamster. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She works with two other registered childminders and two assistants; a maximum of three adults work together at any one time. The childminder takes overall responsibility for the provision. She provides care for children from Monday to Friday, from 7am to 6.30pm, for 50 weeks of the year. She takes and collects children from the local schools. There are currently 32 children on roll, of these, 20 are within the early years age group and 12 are school-age children who

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Information about the setting

attend before and after school and during school holidays. Children attend for a variety of sessions. The childminder holds an early years qualification at level 3.

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

 strengthen already excellent knowledge and skills, for example, by seeking out further opportunities for professional development and training in order to maintain outstanding learning outcomes for children.

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who attend

The childminder has an excellent knowledge of the Early Years Foundation Stage and a thorough understanding of how children learn best. The whole ethos of her practice is based around children learning through play and well-planned, enjoyable and challenging experiences. As a result, children receive a very high quality learning experience from the exceptionally skilled childminder whose teaching skills are superb. The environment, both indoors and outdoors, is highly stimulating and exciting and well organised to enable children to make independent choices about what they want to do. Resources and activities are chosen, planned and creatively used to maximise children's development across all areas of learning. Consequently, children are thoroughly engaged in planned, purposeful play that keeps them interested and motivated to learn. For example, children have a wonderful time as they engage in a planned 'treasure island' activity, when they

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who attend

excitedly look for treasure that is hidden in the sand. They squeal with excitement as they find gold coins, rings, shiny hair clips and necklaces. The activity provides children with excellent opportunities to develop their knowledge and understanding across all areas of learning. For example, they demonstrate excellent personal and social skills as they share resources and work collaboratively to build a sandcastle. The childminder uses a running commentary to describe what they are doing, introduces new words to extend their vocabulary, and skilfully asks open-ended questions to encourage them to communicate their thoughts and ideas. Children talk to the childminder and each other as they play and recall past experiences of when they made sandcastles on the beach. For example, children say, 'I've found a shell', put it to their ear and excitedly tell the childminder, 'I can hear the sea-side'. As a result, children are becoming confident communicators. Children

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who attend

develop excellent large muscle control and coordination as they enjoy free-flow access to the outdoor environment. For example, they climb up steps to the slide, ride wheeled toys and balance along beams. Regular outings to the local parks provide children with extended opportunities to enhance their skills further as they explore large climbing equipment. Consequently, children develop the skills, abilities and attitudes to prepare them exceptionally well for their future learning and eventually school.

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who attend

The childminder closely observes what children like to do and responds to their developmental needs by planning the resources, environment and activities to reflect their interests and next steps in their learning. As a result, children are thoroughly engrossed in their play, which keeps them motivated and eager to learn. For example, the childminder uses children's interests in the beach and holidays to introduce new vocabulary, such as, 'octopus', 'lobster' and 'seahorse'. Each child has an individual learning record which contains observations of significant learning, samples of their work and photographic evidence of their achievements. Children's learning is positively enhanced because parents are fully involved in their children's learning from the point of entry into the setting. This provides excellent continuity for children. The childminder gathers detailed information from parents to establish what children can do and builds on this information by

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who attend

completing a baseline assessment to use as a starting point for their future learning and developmental needs. In addition, children have a very detailed assessment book to show planning for the next steps in their learning and tracking sheets that evidence their progress. This means that any gaps in children's learning can be quickly identified and rapidly closed. Consequently, all children have the opportunity to reach their full potential and no child is disadvantaged.

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who attend

Parents are fully involved in their children's learning which makes a significant contribution to meeting children's individual needs. They can access their children's learning records at any time and are provided with a summary of their activities and progress on a regular basis. Parents are offered many opportunities to contribute to their children's assessment records and share significant experiences, interests and observations of their children's achievements at home. The childminder suggests simple activities that parents can share with their children at home, such as reading stories and singing rhymes. This provides excellent continuity for children. Consequently, links between home and the setting are strong and means that partnerships with parents are highly effective.

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

Children feel safe and secure with the childminder because she provides a stimulating yet relaxing homely environment where they are valued and respected. The childminder develops strong relationships with children, which helps them develop excellent self- esteem and a sense of belonging. The childminder provides opportunities for children to make choices in their activities but also, very importantly, provides a familiar routine which helps them feel safe and self-assured. She spends time talking to parents in detail about their children's likes, dislikes and daily routines and provides a highly effective settling-in process to ensure every child feels special and valued as an individual. This means that children settle quickly and confidently form new friendships. The childminder is always nearby to offer support and encouragement, resulting in children being confident to try new things and fully participate in the high quality resources and exciting activities the

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

setting has to offer. As a result, children's emotional well-being is extremely well supported. Older children are superb role models for younger children; relationships between them are very strong. For example, older children learn to understand the needs of younger children who watch them with fascination and try to copy their actions.

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

The childminder is exceptionally skilled at managing children's behaviour. She is calm and patient in her interactions and acts as an excellent role model. The childminder provides clear and consistent boundaries and children respond well as they listen to her explanations of how their actions affect the feelings of others. Children who are new to the provision learn behavioural expectations from excellent role modelling of the other children. Furthermore, children who need additional support to learn to cooperate and share are sensitively managed in accordance with their level of understanding. The childminder works in close partnership with parents to ensure children receive the same messages at home. Consequently, children's behaviour is consistently very good. A high priority is placed on teaching children to manage their own personal care needs in readiness for school. For example, children hang up their coats, take off their shoes and

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

manage their own personal care needs in the bathroom. The childminder provides children with a wide variety of healthy meals and snacks and talks to them about food that is good for them. She encourages them to try new foods and textures to promote their awareness of the importance of a healthy balanced diet.

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

Children benefit greatly from the wealth of opportunities the childminder provides for them to access fresh air and exercise. For example, they have free-flow access to the garden so can go outside whenever they want. The childminder also fully recognises the need for children to be able to have quiet, restful times. She provides cosy, comfortable, areas indoors where children can look at books and relax. This enables them to be refreshed and make the most of the experiences available to them. The childminder role models excellent hygiene practices and teaches children the importance of washing their hands to remove germs. Each child has their own hand towel to reduce the risk of cross contamination. The childminder teaches children to keep themselves safe through explanations of house rules, such as walking indoors and picking up toys so that they do not fall. Children know that they must be careful when playing in sand so that it does not

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

go into their eyes. Consequently, children gain an excellent understanding of how to keep themselves safe and their physical and emotional well-being is exceptionally well promoted. Furthermore, children's well-being is significantly enhanced because the childminder works with two co-childminders and two assistants and together they ensure children's needs are consistently met. For example, children's play and learning is uninterrupted because one of them prepares meals and tidies up, whilst the other adults continue to interact in children's play.

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provision

The childminder gives safeguarding very high priority and is fully aware of her roles and responsibilities to ensure children are protected from harm. Thorough and recently updated safeguarding policies and procedures are in place, which are shared with parents and underpin the excellent practice. Consistent supervision of children, safety gates, security measures, such as locked doors and the verification of the identity of visitors, ensures children can play and learn in safety. Comprehensive risk assessments and daily checks are completed to the highest standard and include all areas and activities accessed by children. All adults employed are safe and suitable to work with children. There are excellent induction systems in place to ensure all adults are knowledgeable about policies and procedures and are fully aware of their roles and responsibilities. As a result, children's safety is exceptionally well promoted.

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provision

The childminder has an excellent knowledge of the educational programmes and consistent and highly accurate monitoring ensures that children experience a broad and balanced curriculum. Systems for monitoring educational programmes are robust, so that children receive a rich and varied learning experience based on their individual needs. The highly precise system for monitoring and assessment means that the childminder can implement early interventions to support children's learning, if necessary. As a result, children make rapid progress in relation to their starting points and the achievement gap is narrowing. The childminder takes overall responsibility for monitoring the quality of teaching and performance of the assistants through observations of their practice, one-to- one supervisions and appraisals. The childminder is proactive in identifying her own and the assistants' professional development needs and the training attended is purposeful

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provision

and carefully planned. This ensures it has a significant impact on enhancing children's learning outcomes and extensively supporting their individual needs. For example, one of the assistants is currently working towards an early years qualification at level 3. The childminder recognises that ongoing professional development and training is important to ensure she keeps up-to-date with new initiatives and legislation in order to continue to maintain excellent learning outcomes for children.

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provision

The childminder, two co-childminders and two assistants make up a team of skilled and knowledgeable practitioners. The childminder is totally dedicated to her work with the children and consistently strives to provide them with the best possible care. She has high aspirations for the service she provides and consistently evaluates and reflects on the practice, environment, resources and activities. Self-evaluation is well documented and highlights the strong emphasis on maintaining high levels of achievement for all children. Strengths and areas for development are clearly identified and targeted plans are in place to secure continuous improvement. Children and parents are involved in the self- evaluation process through questionnaires and discussions and their views are listened and responded to. This means that the provision is constantly evolving in order to maintain continuous improvement. Parents are highly complimentary about the

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provision

childminder and say that she is very hardworking and attentive. They are appreciative of the information they receive about their children's care and learning. Parents comment that children make very good progress, especially with regard to their communication and language skills and social development.

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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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 EY246765 Local authority Bolton Inspection number 848348 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 18 Number of children on roll 32

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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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