Childminder EY447327

Inspection date

Previous inspection date 15 September 2016 7 November 2012

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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 operates an effective key-person system which promotes children's emotional and physical well-being. Care practices contribute to children being settled, confident and motivated to learn.  The childminder has developed a highly accessible learning environment which contributes to children being able to make many decisions about what to play with, promoting their thinking skills.  Assessment of children's learning is precise and enables adults to deliver the correct levels of challenge that support children's good progress. The childminder and assistants monitor the observations they make to check that they cover all areas of learning for each child.  The childminder and the assistants form effective partnerships with parents to help promote continuity of learning and well-being for children. They offer detailed information about children's care and progress, as well as providing ways for parents to

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This provision is good

contribute to their children's learning.  The childminder has high expectations of herself, the assistants and children. She and the assistants work to gain higher qualifications, developing their skills and knowledge to build further on children's good progress.

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It is not yet outstanding because:

 Although the childminder's practice is strong, opportunities to build on the assistants' teaching skills are not fully developed.  The childminder does not reflect on all aspects of provision in the meticulous detail that supports consistently outstanding quality of provision.

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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

 enhance the way in which the assistants' are coached to help develop their teaching skills to a higher level  reflect on the provision in greater detail and identify all learning opportunities; use this information to 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 and one assistant.  The inspector looked at relevant documentation related to the provision for children's welfare and learning, along with evidence of checks on the suitability of those living or working 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. The inspector spoke to assistants and 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 and assistants have a secure understanding of how to identify and report any concerns they may have about children's welfare. The childminder operates a robust recruitment and induction process to check that assistants are suitable for their role. She seeks the views of parents and the assistants to help her reflect on how to bring about improvements in the quality of provision. The childminder regularly engages with professional development opportunities to enhance her skills for promoting children's good progress. She also provides professional development opportunities for the assistants to help build on their good practice. For example, she plans for them to access further training on safeguarding.

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Quality of teaching, learning and assessment is good

Children have good opportunities to develop their literacy skills. They are encouraged from when they first start to find their name and place to show who is attending. The childminder encourages older children to practise making marks as part of gaining skills for school. Children enjoy imaginative play, both indoors and outside. They pretend to make meals and adults ask questions that promote answers in sentences, contributing to children's development of good speaking skills. Adults effectively contribute to developing children's thinking skills. They use stories to help children think about what their own home is built from, compared with the materials in the story. Children are supported to use their recall skills when assistants make effective use of opportunities to check their knowledge of colour and shape names. Babies benefit from the childminder's introduction of more opportunities to explore groups of objects made from natural and synthetic

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Personal development, behaviour and welfare are good

The childminder makes good use of her knowledge from previous roles to help children learn the importance of self-care. For example, she explains carefully about how handwashing routines can help to protect them from becoming ill from germs and why tooth brushing is important. Children show a clear understanding of what is expected of them and there is a well-planned routine. They quickly recognize the music that signifies it is time to tidy up and cheerfully share the task between themselves. They develop good manners and staff model these effectively, with only occasional reminders to children needed. Children take turns catching and throwing balls outdoors, learning to respect the differing abilities of others. They enjoy exercising to music, while learning to follow instructions about the actions they need to perform.

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Outcomes for children are good

Children make good progress towards the skills and attributes needed for school, including children who receive early funded education. They quickly gain self-care skills and the independence needed for their next steps in learning. Children learn to observe rules and boundaries. They gain respect for the similarities they share with others, as well as any differences. Children learn the factors that underpin a balanced lifestyle and why these help to maintain their good health.

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Setting details

Unique reference number EY447327 Local authority Bolton Inspection number 1060250 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 4 Total number of places 18 Number of children on roll 10

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Name of registered person

Date of previous inspection 7 November 2012

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Telephone number

The childminder was registered in 2012 and lives in the Farnworth area of Bolton, Greater Manchester. The childminder operates from 7.30am to 5.30pm, on weekdays, all year round, excluding family holidays and bank holidays. The childminder has a childcare qualification at level 3 and works with two assistants. One assistant has a childcare qualification at level 2. The childminder provides funded early education for children aged two-, three- and four-years-old.

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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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