Pate, Cheryl

Inspection date

Previous inspection date 31 March 2015 9 June 2009

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The quality of teaching is very good. The childminder talks to children consistently through their play and she asks a range of questions to stimulate their thinking. Consequently, children develop the habits of good learners because they know they can ask their own questions to find out about something new.  The childminder is skilled in following children's interests. Children are, therefore, highly engaged because the childminder teaches them new skills and knowledge through meaningful contexts in their play.  The childminder has established clear routines, which contribute to children's very good behaviour. Children are cooperative, responsive and show an eagerness to please others.  Children develop strong emotional attachments with the childminder. Children who are new to the setting, begin to explore, returning to the childminder for reassurance. As children settle-in, they quickly grow in self-esteem because the childminder provides

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This provision is good

encouragement and nurture within a confidence-inspiring environment.  Children are safeguarded well because the childminder understands her responsibilities to protect them from harm and she has safety practices routinely in place.  The childminder thoroughly evaluates her practice. She identifies her priorities for improvement in consultation with children and parents.

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It is not yet outstanding because:

 The childminder does not regularly share the precise detail of children's next steps in learning with parents. Consequently, some opportunities to help them to guide children's learning at home are missed.  Children's progress is not always precisely monitored to ensure that teaching is sharply focused in all activities.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 strengthen partnerships with parents further by focusing more precisely on sharing children's next steps in development at regular intervals, in order to help parents to guide their children's learning more effectively at home  strengthen monitoring of children's progress to provide more sharply focussed teaching during activities, precisely matched to their next steps in learning.

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Inspection activities

 The inspector checked evidence of the suitability and qualifications of the childminder.  The inspector observed the childminder engage in a range of activities and care routines with the children.  The inspector held discussions with the childminder.  The inspector looked at a selection of policies and procedures.  The inspector spoke with parents to gain their views.  The inspector conducted a joint observation with the childminder.

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who attend. This is good

The childminder offers an effective balance of challenge and guidance to extend individual children's learning. She knows children's unique capabilities and she has high expectations to encourage them to make their own attempts at new things. The childminder supports children's developing communication and language skills very well. She engages in high quality discussion to introduce new vocabulary and she is skilled in tailoring activities to challenge children of all ages. For example, older children sing the matching rhyme when the childminder sings a single line of a nursery rhyme, while younger children listen and respond with actions. The childminder places great importance on preparing children for school by equipping them with the skills that they will need. For example, children learn to write their own names because the childminder sensitively guides their letter formation by describing shapes and movements. However, the childminder does not regularly share

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who attend. This is good

with parents the precise detail of how to best support children in their learning. As a result, some opportunities to help parents to continue learning at home are missed.

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good

Children develop independence skills quickly because the childminder guides them to do things for themselves from an early age. She teaches children how to be independent in self-care and her routines effectively support their motivation to take part. For example, during group snack preparation, children rise to the challenge of cutting apples, peeling bananas and picking grapes. Children are encouraged to eat healthy foods and they learn about the importance of healthy lifestyles. For example, the childminder explains to children about the high sugar content in juice and they discuss why this might damage teeth. Children listen to her advice and learn about how to manage risk appropriate to their age. The childminder has a strong focus on taking children outdoors and encouraging their physical activity. She provides a varied range of extended experiences, such as a weekly toddler ramble, to promote children's physical well-being.

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provision is good

The childminder understands her responsibility to meet the requirements of the Early Years Foundation Stage. She makes regular and accurate assessments of children's learning through her observations, which she uses to plan challenging activities for them. However, the monitoring of children's progress is sometimes not precise enough to accurately prioritise their particular next steps in development. As a result, some planned experiences are not sharply focused because they incorporate too many next steps. The childminder values partnership working with parents and other settings that children attend and she knows what to do if she identifies any gaps in their learning. The childminder's good practice has been positively influenced by her level 3 qualification and the training that she has attended. She is eager to continue her own learning and improve her practice. The childminder actively seeks opportunities to network with other childcare

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provision is good

professionals, in order to share expertise.

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Setting details

Unique reference number 315740 Local authority Bolton Inspection number 868320 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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Telephone number

The childminder was registered in 1998 and lives in Farnworth, near Manchester. She operates all year round from 7.30am to 5.15pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3.

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Telephone number

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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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, safeguarding and child protection.

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Telephone number

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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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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