Childminder in Bolton

Inspection date

Previous inspection date 17/11/2014 18/11/2009

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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 quality of teaching is good. The childminder provides a good range of high quality educational experiences and instinctively supports and extends activities to promote individual learning. Consequently, children make good progress.  Children are motivated by an exceptionally well-resourced and inclusive learning environment. Consequently, children are active and inquisitive learners who enthusiastically explore and investigate both the indoor and outdoor areas, making meaningful choices about how and where they spend their time.  Children thrive in a nurturing child centred environment. They enjoy loving and affectionate relationships with the childminder and her assistants, who work closely with parents to ensure children's individual care needs are fully met.  The childminder has a secure understanding of safeguarding and is able to implement effective child protection procedures to protect children from possible harm.

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It is not yet outstanding because

 The range of information gathered from parents is not detailed enough in order to enrich the planning process and support children in making the best possible progress.  Opportunities for children to learn about similarities and differences between themselves and others in society, in order to respect and tolerate differences, are not fully embedded within the educational programme.

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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 interactions between the adults and the children present.

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Inspection activities

 The inspector observed play and learning opportunities presented in the lounge, kitchen and the outside areas.

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Inspection activities

 The inspector had a tour of the premises and spoke with the childminder, her assistants and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's learning journey records and a selection of written records and policies.

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Inspection activities

 The inspector checked evidence of suitability of adults living and working on the premises, the childminder's qualifications and self-evaluation form.

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Inspection activities

 The inspector took account of the views of parents from information included in the childminder's own parents' survey.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children in Bolton, Greater Manchester, close to shops, schools and public transport links. The whole of the ground floor and one bedroom and the family bathroom on the first floor are used for childminding. There is an enclosed area available for outdoor play. There are currently 18 children on roll, 12 of whom are in the early years age group and attend for a variety of sessions. The childminder holds an appropriate early years qualification at level 3 and works with two early years apprentices who are both working towards a childcare qualification at level 2. The childminder takes children to, and collects them from, the local primary school and pre-school groups. The childminder provides care each weekday, all year round, from 7.30am until 6pm, except Christmas and family

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Information about the setting

holidays. Overnight care is provided by agreement. The childminder provides funded early education for three- and four-year-old children. She is a member of the Professional Association for Childcare and Early Years.

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

 strengthen the positive impressions children have of their own cultures and faiths and further raise their awareness of similarities and differences between themselves and others, for example, among families, communities and traditions, so that children learn to value, respect and tolerate differences

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

 enhance the depth of information gathered from parents, in order to enrich the planning process and support children in making the best possible progress.

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who attend

The childminder has a secure knowledge and understanding of how children learn and effectively promotes the seven areas of learning. Consequently, children are active and inquisitive learners who are acquiring the skills, attitudes and dispositions they need to be ready for school. Children embrace outdoor learning opportunities and move seamlessly between the childminder's home and outdoor play areas. The well-organised stimulating learning environments, enhanced by some good planning of additional experiences and activities, ensure that children are fully engaged in any activity or challenge presented to them. Children's language and communication is given a high priority. The childminder and her assistants continually model language and provide children with lots of opportunities to use language for communication. They ask open questions, which encourage children to respond verbally, and provide ongoing opportunities for older babies

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who attend

to develop their vocabulary. This helps babies develop the skills they need to form simple sentences. Children's delight and enthusiasm for books and stories is evident as children of all ages show sustained interest and independently access books. Older children over three years of age routinely make links to letters and sounds. They enjoy singing rhyming songs, laughing loudly as they focus on repeated words with the same sounds.

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who attend

The quality of teaching is good. The childminder provides an excellent range of good quality educational experiences that interest and inspire children of all ages. Consequently, children confidently explore the learning environment and lead their own play. The childminder is mindful of children's preferred learning styles and skilfully facilitates child- led learning, instinctively supporting and extending activities to promote individual learning. For example, the childminder questions children to encourage them to think about the different items they can send down the water chute and how they can make items move faster. Demonstrating the characteristics of effective learning, the children begin to think critically and subsequently test out their own ideas, for example, pouring more water into the chute to speed up the process. The childminder provides excellent opportunities for children who prefer to learn outdoors. She has created print and number

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who attend

rich environments, both in the indoor and outdoor environments, which are well supported by practical activities. For example, children can freely access the outdoor number line to put the numerals in the correct order and move the corresponding number of balls along the string. Mathematical concepts are firmly embedded within the educational programme for children of all ages. Babies are introduced to numbers, shapes and colours, while older children spontaneously experiment with volume and capacity to find out which container will hold the most water. Sensory play is valued and is well used to heighten children's sense of discovery. For example, older children eagerly search through a tray filled with shaving foam and hurriedly clean the blocks to reveal the number or letter they have found. Simultaneously younger children are equally focused as they explore the texture of the foam.

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who attend

The childminder provides a broad and balanced educational programme. Children's time in the childminder's home is complemented by a varied range of activities and experiences within the local community. As a result, children have regular opportunities to learn about the natural world as they visit animals, go on nature walks and take part in planned activities, such as growing and planting at nature tots. However, opportunities for children to learn about similarities and differences between themselves and others in society, in order to respect and tolerate differences, are not as fully embedded within the educational programme. The childminder routinely observes what all children can do and successfully builds on their interests and capabilities. Consequently, children make good progress in all seven areas of learning. Systems to monitor and track children's progress towards the early learning goals are established. This includes the progress check for children aged

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who attend

between two and three years, which helps identify any areas where children are not working within the typical range of development expected for their age. Partnership working with parents and other settings that children attend, promotes a shared approach to children's learning. Parents are well informed about their child's progress and are encouraged to share some details of their child's capabilities at admission. However, the range of information gathered from parents, is not always detailed enough to enrich the planning process to fully support children in making the best possible progress.

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

Children's personal, social and emotional development is very well fostered and successfully promotes children's confidence and their enthusiasm for learning. This helps ensure children are well prepared for the next steps in their learning, including starting nursery or school. Children thrive in this busy, child-centred setting, where the childminder is effectively supported by two apprentices. Relationships are valued on all levels and the supportive and nurturing environment provides a strong foundation for children's general wellbeing and their future learning. As a result, children of all ages demonstrate a strong sense of belonging. Children benefit from a well-planned gradual admission process, consequently, they feel emotionally secure when they start and quickly form secure attachments. Babies enjoy some one-to-one attention and snuggle in close to the childminder as she lovingly settles them to sleep. Excellent relationships with parents

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

mean the childminder is very well informed about family life and children's care needs. As a result, the childminder is highly effective in meeting individual needs and provides additional support and reassurance during difficult periods.

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

The childminder is a positive role model who encourages children to develop a positive and caring attitude towards others. Any minor incidents of unwanted behaviour are swiftly and appropriately managed by the childminder, who talks about the consequences of such actions and the feelings of others. Consequently, children are learning the importance of socially acceptable behaviour. As a result, children play harmoniously and show care and concern for younger members of the group. Children make meaningful choices about how and where they spend their time, moving freely between the indoor and outdoor learning environments. Children of all ages confidently select play materials independently.

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

Children's good health is promoted by the childminder because she encourages children to adopt a healthy lifestyle. As a result, children have continuous opportunities to be active and play outdoors, which promote their physical development. Meal and snack times are valued as social occasions. Children are encouraged to make healthy choices about what they eat and drink because the childminder provides a varied range of healthy snacks and meals. Children are learning to manage their own health because the childminder provides appropriate explanations and encourages children to think about consequences. For example, the childminder asks the older children what might happen if they drink the water from the water tray. Children are competent at managing their own personal needs because their self-help skills and emerging independence is well promoted by the childminder and her apprentices. For example, older children help themselves to fruit and

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

skilfully peel tangerines before sitting down to eat. Children are becoming increasingly aware of their own safety and the safety of others. This is because the childminder provides simple explanations, which raise their awareness of potential hazards. For example, the childminder reminds older children, who are eager to help, of the importance of choosing toys that are safe for babies to play with because they don't have any small pieces.

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provision

The childminder has an excellent understanding of her responsibility to ensure her setting meets both the safeguarding and welfare and the learning and development requirements. As a result, effective systems are implemented to ensure all the requirements of the Early Years Foundation Stage are fully met. The childminder has a secure understanding of how to protect children in her care. She demonstrates a clear knowledge and understanding of child protection issues and can implement appropriate procedures to protect children from possible harm. This helps ensure children are effectively safeguarded. Appropriate checks on all adults are completed to ensure they are suitable to work with young children. Induction processes ensure all adults involved in the care of the children are aware of the settings safeguarding policy and the importance of reporting any concerns without delay. Rigorous risk assessments ensure children can move and play safely within the

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provision

childminder's home and are kept safe on outings. Good organisation ensures written documents contain all the required information and that they are very well presented and readily accessible.

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provision

Since her last inspection, the childminder has attended a wealth of relevant training and has completed a nationally recognised qualification in early years at level 3. She has developed systems to monitor and improve the quality of her provision. This drive for improvement means the childminder is continually enhancing the service she provides to support children's achievements over time. Through self-evaluation, the childminder has identified priorities to further improve the arrangements for formal supervision and appraisal. Apprentices are very well supported by the childminder, who informally assesses any professional development needs. She continually models good practice and provides meaningful explanations to help develop professional practice. The childminder routinely evaluates the educational programme to ensure it provides for all areas of learning and monitors children's engagement to ensure they are inspired by the range of activities and

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provision

experiences provided. Relevant guidance is used to ensure records of children's learning and development accurately reflect their capabilities.

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provision

Partnerships with parents, external agencies and other providers are well established and make a strong contribution to meeting children's needs. The childminder is fully aware of, and is committed to, working closely with other agencies when appropriate, to ensure children get the support they need to help them make progress. The childminder is reviewing current arrangements to ensure the progress check she completes for children between the ages of two and three years and the development review, completed by the health visitor, are shared to further support integrated working. Parents are well informed about the range of activities and experiences their children participate in and comment enthusiastically on the quality of provision. Daily discussions with parents provide a valuable insight into children's time with the childminder and underpin a two-way exchange of information. This leads to a shared approach to children's learning and

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provision

development. However, the range of information gathered from parents is not always detailed enough to enrich the planning process to fully support children in making the best possible progress. Parents are very well informed about the progress children are making. The childminder has devised a wide range of written policies and procedures that are shared with parents at admission and include the childminder's complaints procedure.

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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 EY372290 Local authority Bolton Inspection number 821300 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 18

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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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