Childminder EY358123

Inspection date

Previous inspection date 6 December 2016 12 July 2013

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder and her assistant have a secure knowledge of how to promote the individual emotional and physical needs of children in their care. Teaching to help children learn to manage their feelings and behaviour is effective.  The childminder quickly identifies if children have not made age-appropriate progress before joining the setting. She swiftly implements teaching to address this. The childminder seeks comprehensive information from parents or carers when children join her setting to help provide for their children's care needs.  The childminder has high expectations for all children. She makes effective use of observations and assessments of learning to help plan for their good progress. Children enjoy activities that are well adapted to meet their individual learning needs.  The childminder regularly shares information with parents about what their children can do and need to learn next. She seeks information about what parents know about their

p.1

This provision is good

children's learning and uses this to plan further activities.  The childminder uses a range of means to help build on the skills and knowledge gained from her qualification in childcare to benefit children.

p.1

It is not yet outstanding because:

 The childminder does not provide exceptional teaching to build further on the independence of pre-school children.  The childminder does not reflect on teaching with meticulous precision, identifying all ways in which children's interests can be used to provide even greater levels of challenge.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 build on the existing good teaching for pre-school children to gain greater independence skills  refine the precision with which teaching is reflected on and identify all opportunities to use children's interests, further enhancing levels of challenge in their learning.

p.2

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 or working on the premises.  The inspector and the childminder discussed how the childminder reflects on her provision and brings about continuous improvement.  The inspector looked at documents provided by parents to gain their views of the setting and spoke to one assistant and children at appropriate times during the inspection.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder and her assistant have a secure knowledge of how to report any concerns they may have about children's welfare. The childminder reflects on the provision to help bring about continuous improvement, including by seeking the views of others, such as the assistants, parents and other childcare practitioners. Parents' comments are highly positive regarding the standards of care, learning and hygiene in the provision. The childminder attends local meetings to help update her knowledge and exchange ideas for effective practice. She passes on new knowledge to assistants to help improve their quality of practice.

p.3

Quality of teaching, learning and assessment is good

Children build towers from blocks, developing their manipulative skills. The childminder encourages them to build taller ones and count the bricks they use. She asks children to build towers of only one colour, promoting their thinking skills as they sort blocks to only use blue ones. The childminder encourages children to use problem-solving skills and be imaginative. She suggests that children try to build a pretend car and works with them to decide how to make circles from the block shapes available. The childminder promotes children's early enjoyment of books by encouraging them to choose ones to listen to. They find their name cards to help complete the 'who's here' board on arrival, developing their knowledge of letters. Children also practise writing letters from their names, developing greater confidence in this before starting school. The childminder provides a range of activities and resources to help children develop a positive awareness of diversity. Children

p.3

Quality of teaching, learning and assessment is good

learn to respect the similarities they share with others, as well as any differences.

p.3

Personal development, behaviour and welfare are good

The childminder provides regular opportunities for children to become confident when playing in larger groups. This helps children to gain the social skills needed for their next steps in learning. She uses a range of strategies to effectively promote children's motivation to learn and develop their self-esteem. Resources are accessible. Children decide what to play with and find these without help. Children take pride in sharing small tasks, such as tidying up toys. They are provided with daily outdoor exercise and other activities, helping them to learn how to take reasonable, well-managed risks. The childminder encourages them to move in different ways, such as hopping, developing their balance and coordination. The childminder teaches children how to keep safe, including when crossing roads or when playing in parks.

p.3

Outcomes for children are good

Children make good progress in gaining the key skills and attributes needed for school. This includes children who receive early funded education. They make quick progress in learning early numeracy and literacy skills. Children learn the factors that promote a balanced lifestyle, such as eating nutritious foods and taking regular exercise. They learn to manage their hygiene needs. Children are confident and enjoy secure emotional attachments with the childminder and her assistant, helping them to be ready to learn.

p.3

Setting details

Unique reference number EY358123 Local authority Bolton Inspection number 1065015 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 3 Total number of places 12 Number of children on roll 5

p.4

Name of registered person

Date of previous inspection 12 July 2013

p.4

Telephone number

The childminder was registered in 2007 and lives in the Horwich area of Bolton, Greater Manchester. The childminder operates all year round from 7.30am until 6pm, Monday to Friday, except for bank holidays and family holidays. Three assistants are registered to work with the childminder and she usually works with one assistant at any one time. The childminder has a relevant qualification at level 3 and provides funded early education for three-year-old children.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

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

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5