Childminder in Bolton

Inspection date

Previous inspection date 15 May 2015 4 March 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 Outstanding 1

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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 childminder's teaching skills are very good because, she is well qualified and she undertakes regular training. The childminder is skilled in creating high-quality learning experiences through children's play and daily routines. As a result, children make good progress in all areas of their learning.  The childminder prepares children well for their next stages in development, including school. She has a very good understanding of the values, skills and attitudes that children need to develop to become effective learners.  Children behave exceptionally well and have high self-esteem. This is because, the childminder builds very strong bonds with them so they feel emotionally secure. She is particularly skilled in reassuring children about any worries they may have, and they feel confident to talk to her.  Children are exceptionally independent because the childminder gives them appropriate challenges and encourages them to persevere.

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This provision is good

 The childminder has very high regard for children's safety and safeguarding. Robust procedures and safety practices are well established.

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It is not yet outstanding because:

 The childminder does not always encourage children to make their own meaningful marks as part of their play. This means that some opportunities to support the development of their early-writing skills are missed.  The childminder does not regularly share the precise detail of children's next steps in learning with parents. This means that some opportunities to help them to guide children's learning at home are missed.

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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

 make the most of opportunities to develop children's early-writing skills through their play  strengthen the already good partnerships with parents, by focusing more on sharing children's next steps in learning at regular intervals, in order to help parents to guide their children's learning more effectively at home.

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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

Children's mathematical understanding is well supported, because the childminder frequently introduces mathematical ideas into children's play and during routines. For example, she asks 'Shall we measure it?' when children wonder if their brick towers are as tall as they are. The childminder has effective ways of encouraging children to think for themselves. She often starts a sentence and prompts children to finish it. For example, the childminder says 'You need some more bricks to make it...' and children reply 'bigger'. Children make good progress in their communication and language skills because the childminder helps to develop their listening skills, understanding and speaking through everyday activities. For example, children make scrambled eggs and the childminder uses sequencing words, such as 'first', 'next' and 'then'. The childminder organises highly stimulating play spaces. The varied outdoor areas attract children's senses, with a wide

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who attend. This is good

variety of textures, smells and sounds. Children enjoy picking herbs, making picnics and exploring miniature worlds. However, there are fewer opportunities for children to make marks during play to support their developing writing skills, for example, writing 'shopping lists' or taking 'telephone messages' during role play.

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outstanding

Children are exceptionally motivated to do things by themselves during care routines and in preparation for mealtimes. For example, children are proud that they can whisk their own eggs and spread butter on their toast. The childminder teaches children about healthy lifestyles especially well. Young children talk with confidence about where milk, butter and eggs come from and they can identify healthy options. They know when to wash their hands without being reminded and explain that they are washing 'To get rid of germs'. Children's physical well-being is extremely well supported. Children love to explore the outdoors and be physically active. They show care and consideration for plants and animals because the childminder teaches them to respect their surroundings. For example, young children know to move slowly and quietly so birds will stay close by while being fed.

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provision is good

The childminder is very reflective and driven to improve. She has a good understanding of the quality of her own practice. The views of parents and children are gathered to support her accurate self-evaluation. The childminder has a very good understanding of her responsibility to deliver the Early Years Foundation Stage. She observes children's interests and achievements to plan for future learning. The childminder values the contribution of other settings. For example, she gathers information about a bug topic at nursery and creates bug-themed activities to extend their learning. The childminder reviews children's progress and she knows how to work with parents and external agencies if she identifies any gaps in learning. The childminder communicates daily with parents about children's achievements and well-being. However, she does not regularly share precise details about how to support them in their next steps in development, to enhance children's progress.

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Setting details

Unique reference number EY364481 Local authority Bolton Inspection number 857725 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 1

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Name of provider

Date of previous inspection 4 March 2009

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Telephone number

The childminder was registered in 2008. She lives in a house in Bolton. She holds a childcare qualification at level 3. The provision operates all year round, from 6.45am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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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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