Childminder in Bolton

Inspection date

Previous inspection date 19/09/2014 23/03/2011

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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

 The childminder provides a stimulating environment where children enjoy a wide range of activities and learning experiences.  The childminder has developed strong bonds and attachments with the children. Consequently their emotional well-being is supported.  The childminder is knowledgeable about all aspects of the safeguarding and welfare requirements. This means she is able to promote children's well-being effectively.  Hygiene routines are well established with the children. This means they are growing in independence in preparation for their next steps in their learning, including the move to school.  Partnerships with the local nursery school are strong. This enables the childminder to discuss the children's needs and to also gather important information about school life to support the children's transitions into formal education.

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It is not yet outstanding because

 There is scope to further develop the children's speech and language development by using a range of strategies to help children speak clearly and recognise initial sounds in words.  A few activities are not as effective as others in promoting children's next steps in learning as they are not linked as strongly to what children need to do next to progress.

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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 the childminder and the children playing inside the home and in the rear garden for the duration of the inspection.

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Inspection activities

 The inspector sampled documentation kept by the childminder including observation and assessment records, registers, and policies and procedures.

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Inspection activities

 The inspector spoke with the child minder and children at appropriate times during the inspection. The inspector also observed the child minder's engagement with the children throughout the inspection.

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Inspection activities

 The inspector took into account the views of parents from their questionnaires and letters kept by the childminder.

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Inspection activities

 The inspector checked the childminder and assistant's suitability, training certificates and discussed self-evaluation procedures.

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Information about the setting

The childminder was registered in 1999 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, who is also her assistant, and their two adult daughters. She lives in a house in the Harwood area of Bolton, Greater Manchester. The whole of the ground floor and bathroom facilities on the first floor are used for childminding purposes. There is a garden to the rear of the property for outside play. The family have a pet budgerigar. The childminder collects children from the local primary school. There are currently four children on roll, all of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder receives support from the local authority.

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

 strengthen planning by consistently using children's next steps in learning to inform the delivery of activities, ensuring all activities are precisely focused on helping children make the best possible progress

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

 maximise the use of a range of strategies to enable children to form words correctly and develop clear speech.

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who attend

Children are making good progress towards the early learning goals of the Early Years Foundation Stage. This is because the childminder has a very clear understanding of how to support children and help them to build on their existing skills. Children's play is centred on their interests and choices, with helpful direction from the childminder. She stimulates their interests, fully engages them in their learning and generally challenges them well to reach higher levels of development. The childminder skilfully uses the children's choice of activity to link several areas of learning into their play. She uses effective questioning to support children's critical thinking and encourages exploration and curiosity. For example, children play with stacking cups and bricks. The childminder uses language, such as, bigger, smallest and larger to introduce mathematical concepts to children as she encourages them to compare items. Similarly, as children confidently make their own

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who attend

shapes with the train track, the childminder challenges them to think about how they are going to make it join up. Children have plenty of time to absorb the questions, think about the possibilities and then respond with their ideas. This gives them an opportunity to solve problems, think for themselves and be creative within their play. Children show a very positive attitude towards learning and are eager to learn due to the childminder's effective questioning and quality of teaching.

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who attend

Children are developing their memory skills and critical thinking as a result of some carefully planned activities. The childminder extends learning by offering activities based on a theme of interest. For example, as children have enjoyed the story about a favourite caterpillar, the childminder introduces additional activities to extend their learning, such as, counting fruits, fruit tasting and creating their own caterpillars. The children become fully involved in all activities and are eager to share their learning with the childminder. Children are given opportunity to explore texture, smell and taste by participating in a fruit tasting session. They enjoy feeling the fruits and discussing how they feel. The childminder praises the children for their input and also seeks to support their language through repeating some of the words children use to describe the fruits. However, more emphasis on clear pronunciation and techniques to help children develop their skills in

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who attend

forming letter sounds would be beneficial to maximise children's language acquisition. Children confidently make marks and colour in pictures using appropriate equipment for their age. Their work is displayed and they are encouraged to share their work with the other children and parents, therefore, encouraging early skills for writing. All these activities help to support children's skills for future learning and in readiness for school. This is further supported by establishing routines and encouraging the children to be independent. For example, they put their coats on, wipe their own faces and sit properly to read and draw.

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who attend

The childminder uses a system of observations and activities to plan for future learning. Information is gathered from the parents to identify starting points, and home visits help to support the childminder's knowledge of children's baseline requirements. These are used to plan for children's next steps in learning when they first start with the childminder. The childminder uses photographs and written observations to assess children's achievements and to track their progress within the seven areas of learning. She identifies children's next steps and uses these to plan activities. However, some activities would benefit from being more focused and more securely linked to the identified next steps to ensure that all activities consistently provide challenge to move children on. The childminder has begun to complete the progress check for children between the ages of two and three years. This is then shared with parents who, subsequently, share it with

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who attend

their health visitors to support children's future learning.

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

Children are very confident, independent and settled in the childminder's care. They show that they feel safe and secure, as they enjoy cuddles and show affection towards her. Children receive constant praise and positive guidance from the childminder. This results in children with high levels of self-esteem. Children receive good quality one-to-one time, to support their individual needs and to promote their emotional well-being. Their behaviour is exemplary. They receive plenty of positive recognition and very clear and precise explanations about acceptable behaviour. Children demonstrate good manners throughout their time with the childminder. For example, children say 'please' and 'thank you', without prompting. Children's safety is given high priority and they learn how to keep themselves safe through clear explanations. They understand it is important to follow rules in place for their own well-being and to care for each other and to be considerate.

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

Children have a very good understanding of hygiene. This is due to the clear information, explanations and demonstration that are given by the childminder to support their learning. Children help themselves to tissues to wipe their noses and wash their hands following differing types of activities, such as outdoor play and prior to eating.

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

Children thoroughly enjoy outdoor play, gaining exercise and fresh air every day. The childminder plans for alternative physical activities using local amenities, such as local parks. This stretches children's abilities and achievements using more complex equipment than in the childminder's home. Children enjoy a wide range of activities outside in the enclosed rear garden, such as playing hide and seek and making large artwork using items found in the garden, such as leaves and twigs. Children also enjoy a variety of experiences away from the home, such as visits to museums and aquariums. Children are encouraged to eat healthily and take regular drinks during their day. The childminder has a clear understanding of how to promote individual children's dietary needs and is alert to allergies, intolerances and dietary restrictions for the children in her care. She talks to parents about their children's requirements and actively implements them to ensure

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

Regular communication with the children's parents ensure the childminder is continuously meeting the children's needs and this supports their ongoing well-being. They share All about me information and update this on a yearly basis. The children benefit from settling- in periods and this helps them to develop strong bonds with the childminder, while their parents are still close by to offer support. Consequently, by the time children are left with the childminder, they feel safe and secure. This promotes their emotional well-being. Families have become very close to her and her assistant and invite them to family celebrations such as Christenings. This further strengthens the relationships between the children and the childminder. The childminder also helps children to cope as they prepare to move on from her care into nurseries or schools. She talks to them about the move and encourages them to view this as a positive and exciting venture. This helps them to be

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

emotionally prepared for the next steps in their learning journey.

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provision

The childminder has a good understanding of how to meet the requirements of the Early Years Foundation Stage. She has a competent knowledge of how to safeguard children effectively. Although the childminder has not attended recent training to update her knowledge she is fully aware of the steps to take if she has concerns about children in her care. The childminder is aware of her responsibilities should an allegation be made about her, the assistant or a member of her family. She has written safeguarding procedures to share with parents, so that they understand her responsibility to protect children from harm. The childminder has briefed her assistant on child protection and safeguarding requirements. Both are booked onto a refresher course in the near future. The childminder has a clear understanding of how to deal with accidents or injuries appropriately and has a current paediatric first-aid certificate. In addition to this, she keeps all of the required

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provision

records and has parental consent in place for easy access in an emergency. The childminder has a good understanding of ratios when working alone and with her assistant. This ensures children always benefit from appropriate levels of supervision.

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provision

The childminder shows a true commitment to continually improving her service for children and their families. Since the last inspection the childminder has made significant improvements and all actions have been successfully met. She keeps herself up to date through information received through the local authority and by working alongside other childminders in the community. Any changes in legislation or best practice are quickly and successfully implemented. The childminder carefully evaluates her practice to see how effective it is. She gathers yearly questionnaires from parents and takes their views on board. This means that she is able to reflect and self-evaluate objectively. She constantly talks to children about what they like to do, gaining an insight into their likes and dislikes. She is confident to make changes when the benefits are identified. The childminder is committed to training and monitors the impact of this on the children's learning and

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provision

development. For example, she adapted the way in which she gathers observations and tracks children's development following attendance at a course.

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provision

The childminder works hard to provide positive relationships with parents. This helps to promote continuity and consistency in children's care. The childminder also works closely with other childminders in the local area to provide alternative care when she is unable to care for children. Parents are familiar with other childminders and they all know the children well through regular activities together. Therefore, parents gain a consistent approach to their children's care in the absence of the childminder. Parents have access to plentiful information, both verbally and in written and displayed formats. The childminder communicates well with parents at the drop off and pick up times, chatting about what children have been doing at home and the plans for the rest of the week. The childminder has established close relationships with the local nursery school that some children attend. She gains and shares regular information about children's care and achievements to

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provision

promote consistency in their daily lives. In addition to this she also gathers information about the areas of learning the nursery are focusing on and complements this within her setting.

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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 315683 Local authority Bolton Inspection number 819019 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 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

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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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