Childminder in Bury

Inspection date

Previous inspection date 18 December 2015 25 March 2010

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Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 The childminder does not identify areas where children's progress is less than expected when reviewing children's progress between the ages of two and three.  The childminder does not fully support children's individual needs. Activities sometimes lack challenge and are not adapted to suit children's differing ages and abilities. This results in children losing interest and concentration.  Some children are making typical progress for their age across the Early Years Foundation Stage, and some are working below expectations. The childminder does not give parents clear information about whether children are meeting expectations or not.  The childminder sometimes misses opportunities to further develop children's independence.  Parents are not encouraged to contribute their own information towards children's starting points in assessment or ongoing reviews of progress.

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It has the following strengths

 The childminder supports children's personal, social and emotional development well. Children are encouraged to be kind, take turns, and learn how to share.  The childminder accesses regular professional development opportunities, which helps to improve her knowledge of good quality early years practice. She keeps up to date with changes to statutory and other government policies.  The childminder reflects upon her provision using the views of parents, and identifies priorities for improvement.

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

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Due Date

 include children's strengths and identify areas where children's progress is less than expected when completing the progress check for children aged between two and three 29/01/2016

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Due Date

 plan challenging experiences for all children which match their individual needs, interests and stages of development, so that they are helped to make good progress. 29/01/2016

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Due Date

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

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Due Date

 make the most of opportunities to further develop children's independence skills during routines, such as mealtimes  encourage parents to contribute their own information to children's starting points in assessment and ongoing reviews of progress  give parents clear information about whether their children are making typical progress for their age or not.

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Inspection activities

 The inspector observed the children playing inside and carried out a joint observation with the childminder.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector looked at a range of documents including children's progress files, planning, assessment documents, policies and procedures and training records.  The inspector spoke to a small selection of parents during the inspection and took account of written views recorded in the compliments file.

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Effectiveness of the leadership and management requires improvement

Arrangements for safeguarding are effective. The childminder keeps the children as safe from harm as possible, and knows what action to take if worried about the welfare of a child in her care. She has kept up to date with recent government policies and is aware of potential risks to children in the wider community. The childminder holds a relevant childcare qualification. She continues to improve her knowledge by attending professional development opportunities, for example, learning about patterns in children's play. The childminder evaluates the effectiveness of her provision and identifies areas for improvement, such as the outdoor area. Children's progress is monitored. However, clear information is not given to parents about whether children are making typical progress for their age.

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Quality of teaching, learning and assessment requires improvement

The childminder joins in children's play and listens carefully. However, activities are not always well suited to the differing ages and stages of development of the children. For example, the children explore scented play dough and match the smells to the pictures of different fruits. The childminder misses opportunities to extend language and model new skills with the youngest children. Furthermore, the childminder does not use opportunities to challenge older children's learning further. The childminder observes children through play and records their individual achievements. Gaps in children's learning are identified from the progress trackers and used as a focus for the next term. However, in practice, activities are not sufficiently focused to match these next steps in learning. Parents enjoy looking at the children's files and talk to the childminder regularly. However, they do not yet contribute their own views to initial and ongoing assessments, to give a fuller picture

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Personal development, behaviour and welfare require improvement

The childminder provides a welcoming environment with a wide range of resources. Children enjoy being outside and walking to the local farm and park. This helps to support their physical well-being. The childminder has developed close, supportive relationships with the children and acts as a good role model. Children are supported to take turns and share with the toys. They are praised for positive behaviour, which promotes their self- esteem and confidence. The childminder encourages and supports children effectively during care routines, such as toileting. The childminder is starting to encourage children's independence, for example, as older children chop bananas for snack. However, not all opportunities are used to raise children's independence skills to the highest level, in best preparation for school.

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Outcomes for children require improvement

Some children are making typical progress and some are working below expectations for their age. The childminder completes a review of children's progress between the ages of two and three. However, this does not identify areas where children's progress is less than expected. The childminder has identified key skills, such as literacy and numeracy, as an area to focus on when children are getting ready to move on to school.

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Setting details

Unique reference number EY342566 Local authority Bury Inspection number 857257 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 4 Total number of places 6 Number of children on roll 5

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Name of provider

Date of previous inspection 25 March 2010

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Telephone number

The childminder was registered in 2006 and lives in Bury, Manchester. She operates from 7.45am to 5.30pm, Monday to Friday, term time only. The childminder holds an appropriate 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

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Telephone number

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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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