Childminder in Lancashire

Inspection date

Previous inspection date 3 March 2016 Not applicable

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Children quickly develop secure emotional attachments with the childminder, contributing towards their confidence and keenness to learn. The childminder effectively promotes children's emotional and physical well-being.  The childminder has comprehensive systems in place to monitor children's learning. This enables her to identify any emerging gaps in their learning early and quickly address these. She makes effective use of her checks on children's progress, providing levels of challenge which are accurately matched to their learning needs.  The childminder demonstrates effective teaching skills and has a comprehensive understanding of the skills that children need for school. She recognises the importance of working in partnership with other settings that children attend, in order to promote continuity of their care and learning.  Parents contribute towards the initial assessment of their children's learning. The

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This provision is good

childminder regularly works with parents to help establish children's next steps in learning. She provides detailed information about their children's progress, as well as suggesting practical ways to help enhance children's learning at home.  The childminder effectively identifies how she can make improvements to the provision, including the learning environment. She identifies her training needs and addresses these using a variety of means, helping to maintain good standards of care and learning for children.

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It is not yet outstanding because:

 The childminder does not always model the correct pronunciation of some words and phrases when promoting the development of children's speaking skills.  The childminder does not evaluate all aspects of her practice in exceptional detail to contribute towards raising the quality of the provision to the highest levels.

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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

 help children to learn the correct pronunciation of words and phrases  sharpen the detail with which teaching skills are reflected on, in order to help bring about further continuous improvement in the quality of provision.

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Inspection activities

 The inspector viewed the areas of the premises used for childminding.  The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector completed an evaluation of teaching with the childminder.  The inspector looked at relevant documentation related to the provision for children's welfare and learning, along with evidence of the suitability of those living on the premises.  The inspector and childminder discussed how the childminder reflects on her provision, in order to bring about continuous improvement.  The inspector looked at documents provided by parents to gain their views and spoke to children at appropriate times during the inspection.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a comprehensive knowledge of how to report any concerns she may have about children's welfare. The childminder maintains and reviews all required documents and qualifications, supporting good provision for children's welfare. Risk is managed effectively to help promote children's welfare. The childminder seeks the views of other professionals and parents regularly, contributing to continuous improvement in the quality of the provision. She makes effective use of the skills and knowledge gained from her qualification and builds on these. This contributes towards maintaining a good standard of provision for children.

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Quality of teaching, learning and assessment is good

The childminder has high expectations of children, and targets for their learning are challenging in all areas. She understands the importance of children gaining a secure foundation in literacy and numeracy skills, helping them to be ready for school. Children develop the manipulative skills needed to help feed themselves with spoons, as the childminder provides interesting activities to encourage this. Children develop their hand- to-eye coordination while scooping cereal and jelly from trays with large spoons. They watch intently as the childminder fills and empties containers. This contributes towards extending their concentration skills, as well as providing opportunities for children to measure. Children enjoy practising walking whilst pushing trolleys, and develop their whole-body coordination by climbing onto rocking toys. The childminder shares books regularly with children as part of supporting their development in literacy. She recognises

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Quality of teaching, learning and assessment is good

the importance of teaching children about diversity and they gain a positive awareness of the similarities and differences they have with others.

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Personal development, behaviour and welfare are good

Resources are accessible so that children can decide what to play with and find these independently. The childminder quickly makes good use of their observed interests to help them enjoy new activities, showing children that their ideas are valued. Children are taught from the earliest stage to respect the needs of others. The childminder sets clear boundaries and rules, helping children learn to manage their feelings and behaviour. She provides opportunities for children to develop their confidence when playing in larger groups. This contributes towards children gaining the social skills needed for school. Children have good opportunities to take reasonable well-managed risks, challenging their developing strength and coordination. They learn to enjoy daily outdoor activities. The childminder recognises the importance of teaching children to manage their own safety, contributing towards their future independence.

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Outcomes for children are good

Children are confident, happy and motivated learners. They learn to take turns with others and to share. Children are learning routines which support their good hygiene. They enjoy healthy foods and regular exercise. Children develop their strength, coordination and manipulative skills. They make good progress towards their next steps in learning and develop key skills that prepare them well, in readiness for school.

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Setting details

Unique reference number EY477556 Local authority Bolton Inspection number 976489 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 7 Total number of places 6 Number of children on roll 2

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Name of provider

Date of previous inspection Not applicable

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Telephone number

The childminder was registered in 2014 and lives in the Daubhill area of Bolton, Greater Manchester. The childminder operates all year round, on weekdays, from 7.30am to 6pm, apart from family holidays and bank holidays. The childminder holds a relevant 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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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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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