Childminder EY421997

Inspection date

Previous inspection date 26 February 2018 10 June 2014

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3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Good 2

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3

Personal development, behaviour and welfare Requires improvement Outcomes for children Good 2

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This provision requires improvement. It is not yet good because:

 The childminder does not follow best practice to protect children’s good health and well-being effectively while settling some older toddlers to sleep. At times, they are left unsupervised for short periods of time while drinking from bottles in their cot.  The monitoring of children's progress is not always completed with acute precision. This means that, on occasions, some activities are not always best suited to the ages and stages of younger children.  Professional development opportunities for the childminder and her assistant are not always highly focused on developing their overall practice to an outstanding level to help raise children's outcomes even further.

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It has the following strengths

 Overall, the childminder's and assistant's teaching is strong. They support children to make good progress, particularly in their literacy skills. Older children thoroughly enjoy joining in singing rhymes, building on their vocabulary skills.  Children receive plenty of praise and encouragement. This motivates them to have a positive attitude to their learning.  The childminder creates a welcoming, homely, learning environment for children to come to play and learn in. The childminder and assistant have strong attachments with the children and their families. This helps to support children's emotional well-being.  The childminder carries out a process of self-evaluation. She recognises areas for further improvements to build upon the service provided.

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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

 follow best practice consistently to effectively support children’s good health and well- being, particularly at sleep times  monitor and supervise children closely, in particular when settling them to sleep  monitor children's progress meticulously to help sharpen the ways in which activities are precisely matched to the ages and stages of younger children  focus professional development opportunities more precisely to help raise the quality of overall practice and contribute further to children's outcomes.

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Inspection activities

 The inspector observed the childminder and her assistant engaging with children in a range of activities and assessed the impact this has on their learning.  The inspector and childminder completed a joint observation outside. She also looked at a sample of children's assessment records and discussed the systems for planning children's play experiences.  The inspector viewed a range of polices, including safeguarding procedures. She also checked evidence of the childminder's qualifications and the suitability of household members and the assistant.  The inspector discussed further training the childminder had undertaken since her last inspection and the procedures for supporting, coaching and training undertaken for the assistant.  The inspector spoke to the childminder, assistant and children at appropriate times during the inspection and took account of parental views through written feedback.

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Effectiveness of the leadership and management requires improvement

Safeguarding is effective. The childminder and her assistant have completed safeguarding training. They have a strong understanding of the signs and symptoms of abuse and know who to report their concerns to. The childminder recognises that she sometimes does not follow best practice consistently, such as settling some older toddlers to sleep with a bottle of milk. She understands the possible risks to young children’s health and well-being, and when discussed with her during the inspection, immediately changed this practice. The childminder offers her assistant good support and coaching along with some training. They have completed all mandatory training.

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Quality of teaching, learning and assessment is good

The childminder is well qualified and is a role model for her assistant to help her develop a range of good teaching techniques. The quality of their interactions are strong. They each make purposeful interactions with the children that support their play. They extend children's learning, ask questions and give them time to think before they respond. Children enjoy challenging themselves as they learn to master their physical skills and walk along balance beams. Older children enjoy parts of the day when they receive some one-to-one time. They play games that encourage mathematical skills, such as counting, sorting and matching. This contributes to them gaining skills in preparation for school. The childminder and her assistant complete observations of children at play and ask parents to share their knowledge.

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Personal development, behaviour and welfare require improvement

Weaknesses identified in leadership and management put children's health and well-being at possible risk. Children form strong attachments with the childminder and her assistant. Partnerships with parents are in place. Parents share their evaluations of the service the childminder and her assistant offer. They feel they are well informed about the activities their children experience and particularly like the variety of wholesome home-cooked meals. Children are encouraged to follow healthy hygiene practices and where age appropriate, manage their own personal care routine. Children are very well behaved. They are kind and polite to each other, the childminder, her assistant and visitors.

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Outcomes for children are good

Outcomes for children are strong. Children make consistent progress from their starting points and work within age-expected levels of development. Children develop their confidence to 'have a go' and are eager to explore and learn. Children have opportunities to learn away from the childminder's home. They visit places, such as the park, and enjoy adventures as they go blackberry picking. Children are supported for the next stage in their learning and for the eventual move on to more formal education.

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Setting details

Unique reference number EY421997 Local authority Bolton Inspection number 1069046 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 9

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Name of registered person

Date of previous inspection 10 June 2014

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Telephone number

The childminder registered in 2011. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder also offers overnight care if required. The childminder holds an early years qualification at level 3 and employs an assistant. The childminder provides funded early education for two-, three- and four-year-old children.

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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

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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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