Childminder in Bolton

Inspection date

Previous inspection date 22 June 2015 19 August 2011

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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 well-qualified childminder and her assistant have a thorough knowledge of how to report any safeguarding concerns they may have about children, in order to protect their welfare. All statutory requirements for early years provision are in place.  The childminder provides highly accessible and interesting resources that reflect all areas of learning, and this encourages children to explore and learn.  All children make good progress and are gaining the skills needed for their next steps in learning, including for attending school.  Children are motivated because the childminder and her assistant praise them for their successes, which raises children's confidence and likelihood of further learning.  The childminder enriches the experiences offered to children by providing a variety of outings, such as to museums and country parks, so that children learn about the world around them.  Children learn how to manage their feelings and behaviour because the childminder

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This provision is good

sets clear boundaries for this so that they understand what is acceptable.  Parents are involved directly in promoting their children's learning through activities provided by the childminder and also by contributing information to help the childminder to plan for children's further progress.

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It is not yet outstanding because:

 The childminder and her assistant do not always make the best possible use of opportunities arising in children's play, to promote the next areas for development they have identified in the children's individual plans.  The childminder does not reflect sufficiently deeply on her teaching or that of her assistant to identify all areas that can be improved.

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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 better use of opportunities that arise during children's freely chosen play, to promote children's learning in the areas that have been identified in their individual plans  ensure that teaching is continually improved by reflecting on practice and identifying and addressing areas for development

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Inspection activities

 The inspector observed activities on the childminding premises.  The inspector checked evidence of the suitability of the childminder and other adults living or working on the premises, as well as evidence of their qualifications.  A joint observation was carried out by the inspector and the childminder.  The inspector spoke to the childminder, assistant and children at appropriate times during the inspection.  The inspector looked at children's records, planning documentation and a range of other documents, including policies and procedures.  The inspector and the childminder discussed the self-evaluation processes and plans for improvement.

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who attend. This is good

The childminder plans a balance between play led by adults and times for children to choose from the accessible resources. Therefore, children learn to concentrate on activities guided by adults. For example, the childminder and her assistant use cards with numbers, letters and pictures on them, and ask children questions adapted for their needs to reinforce their learning of numbers, counting and the alphabet. The childminder accommodates children's spontaneous interests. For example, she provides dough when children prefer this to a planned activity. As a result, she motivates them to greater learning. The childminder builds on this further by suggesting that they have a cooking activity later in the week, in response to children making dough models of pizzas. Children's starting points in development are established when they join the setting, in order to make initial plans for learning. After this, assessment is detailed. It covers all

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who attend. This is good

areas of learning and is used to draw up precise, individual plans for children's learning needs. However, the childminder and her assistant sometimes miss opportunities to make the maximum use of children's freely chosen play for carrying out all of these plans. For example, when children are playing with small cars and figures, they miss opportunities to promote learning about letters and initial sounds of words. As a result, teaching is good rather than excellent, as opportunities for challenging children are not always fully used.

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good

The childminder provides a safe, secure and welcoming environment which helps children to develop the skills and confidence needed for their next steps, including school. She works effectively with parents to support their children's well-being, such as by checking regularly that she has the most recent information about any food allergies that children may have. The childminder provides effective teaching for children about why it is important to use good hygiene routines and eat nutritious foods. She encourages children to find their own pegs for their coats, as part of promoting their development of independence. Children have daily opportunities to enjoy exercise outdoors and test their whole-body coordination on the premises and on outings. They learn about staying safe because the childminder emphasises this both on and off the premises. For example, she asks children to sit still when eating and teaches them about road safety when on outings.

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provision is good

The childminder reflects on her practice and assesses the work of her assistant. However, she does not consider teaching in sufficient depth to enable her to identify all areas for development and set precise targets so that teaching continues to improve even further. The childminder identifies some training needs, such as developing her skills as a manager. She also arranges training in order to strengthen her assistant's skills. The childminder is able to implement the requirements of the Early Years Foundation Stage effectively.

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Setting details

Unique reference number EY419290 Local authority Bolton Inspection number 851991 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 10

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Name of provider

Date of previous inspection 19 August 2011

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Telephone number

The childminder was registered in 2011 and lives in the Westhoughton area of Bolton, Greater Manchester. She operates from 7am to 6pm on Mondays to Thursdays all year round, apart from family holidays and bank holidays. The childminder is qualified to level 3 in childcare and employs a part-time assistant. She provides funded early education for three- and four-year-olds.

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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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