Childminder in Bolton

Inspection date

Previous inspection date 16 March 2016 15 February 2010

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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's care practices support children's physical and emotional well-being effectively. Children are motivated and highly confident. The childminder has high expectations for all children, including for managing their feelings and behaviour.  The childminder's teaching is good and, occasionally, excellent. Children make good progress in all areas of learning with progress in their developing speaking skills being very good. The childminder follows children's progress in detail, which helps her to identify any gaps in their learning and address these in partnership with their parents.  Parents contribute to helping the childminder establish their children's starting points in learning. The childminder provides practical ideas to help parents promote their children's progress and she seeks their views on how to improve the quality of provision.  The childminder makes effective use of what she knows and observes about children's

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This provision is good

progress to provide challenging activities that are accurately assessed and matched to their needs. She quickly uses their interests and ideas to sustain their concentration during activities, helping to increase the opportunities available for learning.  The childminder reflects on children's needs to help identify where her own practice can be enhanced to continually improve the quality of the provision. She updates the skills and knowledge gained from her qualifications and experience to help further promote children's well-being and progress.

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It is not yet outstanding because:

 Opportunities are missed to develop children's listening skills to the same high standard as their speaking skills.  The childminder does not use all opportunities to promote pre-school aged children's learning about shapes and numbers to the best possible extent.

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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 greater use of all opportunities to teach children how to take turns and listen to others  provide the highest possible level of challenge when teaching pre-school children about shapes and numbers.

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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 the 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 of the setting 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 secure knowledge of how to identify and report any safeguarding concerns she may have about children. She manages risk effectively, minimising the likelihood of accidents as part of promoting children's well-being. The childminder reviews and maintains all required documents, records and qualifications that underpin good provision for children's welfare. She makes good use of training and regular opportunities to exchange information with other childminders, in order to add to her skills and knowledge. The childminder forms effective partnerships with other settings that children attend in addition to her own to help support continuity in their learning and well-being.

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Quality of teaching, learning and assessment is good

Children explore a rich variety of materials provided by the childminder. They rapidly become absorbed in imaginative play when handling coloured gravel and plastic insects. They talk about their thoughts and ideas excitedly. The childminder effectively develops their play, pretending to feed the figures of caterpillars. She adds other relevant resources as she listens to their discussions. Children have interesting opportunities to learn about the natural world. They help to feed real caterpillars, then release the resulting butterflies. The childminder makes good use of what she knows about children's lives away from the setting to sustain their concentration and discussions during play. Children have many opportunities to make marks and use malleable materials like dough. They quickly develop the manipulative skills needed before learning to write. Children learn about others who are not in their immediate family to help them respect the similarities they have, along

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Personal development, behaviour and welfare are good

The childminder sets clear boundaries and rules to help children learn to manage their feelings and behaviour. She provides frequent opportunities for them to become confident through playing in larger groups of children, contributing towards them gaining the social skills needed for their next steps in learning. The childminder quickly makes good use of children's ideas during their play, showing them that their ideas are valued. Resources are accessible so that children can decide what to play with and find it without help, supporting their growing independence. Children take pride in completing small tasks, such as sweeping up or finding resources that are needed. They enjoy daily outdoor exercise and other activities which help them learn how to take reasonable, well-managed risks. The childminder teaches children to manage their own safety, helping them to achieve future independence. Children learn which foods contribute to a healthy diet and

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Outcomes for children are good

Children learn the factors that contribute to a balanced lifestyle and how to maintain good personal hygiene. They quickly make progress towards gaining the key skills needed for their next steps in learning, including in readiness for school. Children learn independence and respect for others. They gain a positive awareness of diversity.

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Setting details

Unique reference number 404017 Local authority Bolton Inspection number 855450 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 12 Total number of places 6 Number of children on roll 9

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Name of provider

Date of previous inspection 15 February 2010

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Telephone number

The childminder was registered in 2001 and lives in the Daubhill area of Bolton, Greater Manchester. The childminder operates all year round on weekdays, from 7.30am to 6pm, except for family holidays and bank holidays. The childminder holds a relevant 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

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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