Childminder EY340493

Inspection date 4 September 2018 Previous inspection date 1 July 2015

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n The qualified childminder demonstrates a good understanding of how children learn. She recognises their individual learning styles and she provides opportunities based on their interests. This helps to keep children motivated during play and activities and contributes to the good progress that children make. n The childminder's self-evaluation is accurate. She makes regular and well-planned improvements that help her to develop her provision further. For instance, she has recently made changes to her outdoor play surface. This has had a positive impact on children's ability to practise their physical movements even more freely and safely. n Children benefit from a broad range of opportunities to help them to extend their understanding of the wider world. For example, children enjoy exploring toys that operate using different languages, such as Spanish. They recognise and use some of the key words that they hear.

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The provision is good

n The childminder is a good role model who encourages children to learn positive behaviour. Children behave well and display good social skills. For instance, children excitedly find favourite toys for their peers as they wait for them to arrive. They share and take turns during activities and use their manners at all times.

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It is not yet outstanding because:

n Occasionally, the childminder does not fully encourage children to use sentences when they talk. n The information gathered from parents when children first start mainly focuses on children's care routines. The childminder does not gather enough detailed information about children's prior skills and knowledge.

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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

n support children more effectively to use sentences when they talk, to help to extend their already good speaking skills further n gather more detailed information from parents when children first start, to help to form more rigorous initial assessments and plan precisely from the very beginning.

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What the setting needs to do to improve further

Inspection activities n The inspector observed interactions between the childminder and children. She assessed the impact this has on children's learning. n The inspector observed two planned sessions and jointly evaluated the teaching with the childminder. n The inspector viewed a range of documents, including children's admission records and evidence of the suitability of adults living on the premises. n The inspector spoke to one parent on the day of the inspection, she viewed written feedback provided by other parents prior to the inspection and took account of their views. n The inspector had a tour of all areas of the childminder's home used for childminding purposes.

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Effectiveness of leadership and management is good

The childminder completes mandatory training and regularly updates her professional knowledge. For example, she researches information online and liaises with other childminders, to share best practice. Safeguarding is effective. The childminder has a good understanding of her responsibilities to keep children safe from harm. She is confident in recognising the potential signs of abuse and she knows who to contact if a concern arises. The childminder provides a safe and secure environment for children and she teaches children how to keep themselves safe. For example, two-year-old children confidently talk about the rules for coming down the stairs. They say that they have to hold on with two hands and that the adults go first.

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Quality of teaching, learning and assessment is good

Once children are settled into the provision, the childminder completes ongoing observations and assessments of children's learning. She shares the information with parents and offers them support to extend children's learning at home. For example, the childminder provides parents with professional advice and literature on topics, such as toilet training. Children delight in helping to prepare their meals. Under close supervision, they peel and chop foods, such as bananas, tomatoes and cheese. This helps to support their independence and helps them to develop their good physical skills. The childminder makes effective use of these opportunities to enhance children's mathematical understanding. For instance, children use the language of size to describe and compare their foods. The childminder challenges them to engage in simple addition challenges. Children who are aged three, cut their banana in half and confidently tell the childminder

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Quality of teaching, learning and assessment is good

that they now have two pieces. Children who are two-years-old persevere as they spread toppings onto their bread. They concentrate well and show a sense of pride in their achievement, smiling broadly. The childminder offers plenty of praise to children. This helps to raise their self-esteem and confidence.

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Personal development, behaviour and welfare are good

Children are happy and have strong relationships with the childminder. The childminder adapts children's care routines according to their individual needs. For example, she recognises when children are becoming restless and offers them an early lunch. Children understand the reasons why they engage in hygiene routines, such as washing their hands before eating. They say that they wash the germs away that might make them poorly. The childminder provides a range of good-quality accessible resources. Additionally, she provides children with a photograph book containing extra resources that are out of sight. This helps children to make their own choices and decisions during play.

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Outcomes for children are good

All children make good progress and develop the skills to prepare them for future learning and school when the time comes. For example, three-year-old children hear and recognise the initial sounds in words, such as 'train'. They enjoy recognising words that rhyme, such as 'dog' and 'log'. Children who are two-years-old, demonstrate excellent mathematical knowledge. For instance, they count to 10 and they are able to count up to four objects independently.

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Setting details

Unique reference number EY340493 Local authority Bolton Inspection number 10061635 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 - 7 Total number of places 6 Number of children on roll 5 Date of previous inspection 1 July 2015

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Registers

The childminder registered in 2006 and lives in the Little Lever area of Bolton, Greater Manchester. She operates all year round, Monday to Friday from 7.30am until 5.30pm, except for family holidays and bank holidays. The childminder holds an appropriate early years qualification at level 3.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

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Registers

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Registers

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Registers

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

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