Childminder EY477891

Inspection date

Previous inspection date 9 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

 The childminder and her assistant are passionate professionals, who are dedicated to offering children a high-quality provision. Children enjoy warm relationships and show they are emotionally confident, which fosters their well-being.  Children enjoy playing with a wide range of good quality toys and resources. Activities are based on children's interests and the environment supports their play and learning well. Children explore freely, use their imagination and initiate their own ideas.  The childminder regularly monitors children's individual progress. Next steps for learning are identified and are used to ensure children move forward in their development and that any emerging gaps are swiftly addressed.  The childminder makes good use of additional funding. Children receive rhyme and music sessions in her home. They enjoy exciting outings that help them to learn more about the world. They explore snow, sledge down hills and visit zoos and museums.

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This provision is good

 Partnerships with parents are a real strength. The childminder gathers information when children first begin their journey with her and keeps parents very well informed about their child's progress.  The childminder and her assistant are good role models. They give children age- appropriate guidance about how to behave and teach them to share and take turns from a young age. Children behave extremely well and play confidently together.

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It is not yet outstanding because:

 Professional development is not acutely focused on raising the quality of the childminder's and her assistant's teaching to outstanding.  The childminder has not considered the increased benefit to monitoring more closely the progress made by different groups of children.

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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

 focus opportunities for professional development more sharply on improving the quality of teaching towards outstanding  extend procedures for monitoring progress between different groups of children that helps increase their learning even further.

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Inspection activities

 The inspector observed the quality of teaching during activities inside and outdoors and assessed the impact this has on children's learning.  The inspector looked at a sample of children's assessment records and discussed the systems for planning children's play experiences.  The inspector and childminder discussed and evaluated an activity and a daily routine.  The inspector spoke to the childminder, her assistant and children at appropriate times during the inspection. She took account of the views of parents from written information.  The inspector checked evidence of the childminder's and her assistant's training. She also viewed suitability documentation of the household members.  The inspector discussed the childminder's current procedure for self-evaluation.

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Effectiveness of the leadership and management is good

The childminder and her assistant work very well together. They use their life experiences and the skills they have learnt from training, to deliver high quality home based care and learning. The childminder is very supportive of her assistant and regularly reviews her practice and engagement with children. Overall, access to training is in place. The childminder ensures that she and her assistant are up to date with all mandatory training. They regularly meet with other professionals to share hints and tips. Safeguarding is effective. The childminder and her assistant are confident about the action to take to safeguard and protect children and keep them safe. They have a good knowledge of recent policy changes and have updated policies and procedures to reflect such changes. The views and opinions of the assistant, parents and children are taken into consideration when planning refinements to the service offered.

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Quality of teaching, learning and assessment is good

Children successfully learn through a well-balanced mix of adult-directed and child- initiated play experiences. The childminder and her assistant know the children well. They effectively weave what children need to learn next into activities. Children are praised for trying their very best. This helps to build children's self-esteem and they become confident learners. The childminder and her assistant interact frequently with the children during their play. They support children's developing language skills. They use age appropriate language, speak clearly and use the correct pronunciation. Younger children are excited as they blow bubbles, strengthening their facial muscles in readiness for their next stage in their development. These strategies help children become confident communicators. The childminder observes and accurately assesses children's progress. She regularly shares the information with parents so they can support their child's learning at home.

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Personal development, behaviour and welfare are good

The dedicated playroom is welcoming and very child centred. Younger children begin to be confident and independent, and show their enthusiasm to explore and learn. Older children relish being given little jobs to help them develop their sense of responsibility. For example, children help prepare lunch and gather their friend's wellington boots and all- weather clothing, ready for them to play out. All children benefit from the cuddles and reassurance they receive, particularly after a busy morning playing. Children actively learn about making healthy food choices and have daily opportunities to be active outdoors. Children have many opportunities to develop their confidence and social skills away from the childminder's home.

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Outcomes for children are good

Children develop a positive attitude towards learning through the fun and exciting activities. All children are challenged which actively contributes to them making good progress from their starting points. All children, including those in receipt of early education funding, show they are confident learners who are gaining a solid foundation on which to grow and develop. Children are well prepared for their future learning and older children are supported in preparation for school.

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Setting details

Unique reference number EY477891 Local authority Bolton Inspection number 980583 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 6 Total number of places 12 Number of children on roll 10

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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 Bolton, Lancashire. The childminder employs an assistant. They provide funded early education for two-, three- and four-year- old children. They operates all year round from 7am to 6pm, Monday to Friday, except 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 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

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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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