Seale, Joanne

Inspection date 1 November 2018 Previous inspection date 8 December 2014

p.1

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

p.1

The provision is good

n The enthusiastic and devoted childminder places children at the very heart of everything she does. Her inclusive evaluations of practice and customised training and research are focused intently on helping to enhance her knowledge and expertise and raise outcomes for children. n The highly qualified childminder aspires to help children to develop to the best of their abilities. She continually 'thinks outside of the box' and plans challenging, exciting and fun activities that are, largely, well matched to children's interests and learning needs. Babies and children are motivated and successful learners. They make good progress. n The childminder welcomes children into a homely and safe environment where they are truly cherished as part of her extended family. She creates a joyful ambience where children are encouraged to 'share a smile with others'. This helps to promote a friendly, caring and fun atmosphere where children feel comfortable, settled and very happy.

p.1

The provision is good

n The childminder's positive and respectful demeanour is filtered through her effective interactions. She involves children in experiences, such as sourcing healthy foods to donate to local food banks, to help those less fortunate. This contributes towards children adopting a sense of respect and care for others in their wider community.

p.1

It is not yet outstanding because:

n The childminder does not share enough in-depth and precise information about how parents can help to support and extend their children's learning at home. n Occasionally, the childminder does not make best use of activities to build on children's good knowledge of different mathematical concepts.

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

n strengthen partnerships with parents and share more in-depth and precise information about how they can support and extend their children's learning at home n seize more opportunities to expand on children's good knowledge of different mathematical concepts.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching and assessed the impact this has on children's learning and development. n The inspector spoke with the childminder and children at appropriate times during the inspection. n The inspector and childminder jointly evaluated a planned activity. n The inspector looked at evidence of suitability, a record of the childminder's qualifications and training, policies and procedures, health and safety documents and children's electronic learning files. She discussed self-evaluation with the childminder. n The inspector took account of the views of parents from comments noted on recent feedback forms.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. Regular safeguarding training helps to ensure that the childminder has a good knowledge of the procedures to follow to protect children's welfare. The childminder is extremely vigilant. She takes effective precautions to minimise any potential risks. For example, during baking activities the childminder ensures that babies and children are continually supervised and kept at a safe distance when she takes the freshly baked produce out of the oven. This helps to prevent any accidents occurring. Children's progress is monitored closely and any gaps in learning are quickly closed. The childminder exchanges in-depth information with professionals from other settings that children attend, to help to promote continuity in their care and learning. She is proactive and swiftly advances her knowledge of different theoretical approaches, to support and embrace children's current and preferred learning styles.

p.3

Quality of teaching, learning and assessment is good

Children have access to an appealing learning environment where they are inspired to play, learn and develop. The childminder is extremely mindful of the ages of children she is working with. She is equally attentive to both babies and older children during engaging group activities, such as when baking hedgehog bread. For example, the childminder encourages babies to explore using their senses and to make marks in materials, such as flour and dough, using their fingers, to aid their good physical skills. She teaches older children about aspects of their natural world, such as the process of hibernation and how things grow and change over time. Furthermore, the childminder presents older children with additional challenges, such as kneading dough, to help to strengthen the muscles in their hands and fingers, in order to advance their early writing skills. Parents are kept well informed of their children's ongoing learning and progress.

p.3

Personal development, behaviour and welfare are good

The childminder forms a secure bond with each and every child. She makes a conscious effort to introduce them to visitors as they arrive. This helps children to feel included and valued. The childminder is a positive role model for behaviour. Rewarding strategies, such as the 'wow' board, recognise and celebrate children's special attributes and help them to adopt a high sense of self-worth. The childminder encourages children to be active. Invigorating exercise sessions, such as the daily 'wake up and shake up' sessions on the school playground, help children to feel fresh, energetic and highly motivated in preparation for their day ahead. Children enjoy engaging in community projects, such as painting rocks, hiding them and searching for other rocks in their local area.

p.3

Outcomes for children are good

All children make good progress and gain the skills they require for their next stages of learning, including school. Babies explore their appealing surroundings with confidence. They move around in their own unique ways and enjoy repeating actions, such as moving toys in and out of boxes. Older children enjoy working together with others to achieve a common goal. They begin to manage their own risks with independence. For example, they recognise the importance of walking slowly when carrying a pumpkin from one area to another and use a knife and fork safely and sensibly at mealtimes.

p.3

Setting details

Unique reference number EY282763 Local authority Bury Inspection number 10059633 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 11 Total number of places 6 Number of children on roll 11 Date of previous inspection 8 December 2014

p.4

Registers

The childminder registered in 2004 and lives in Bury. She operates all year round, from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She holds an appropriate qualification at level 6.

p.4

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.

p.4

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.

p.4

Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

Registers

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

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

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

p.5