Greenhalgh Clair

Inspection date 16 April 2019 Previous inspection date 15 December 2015

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3

Effectiveness of leadership and management Requires improvement

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3

Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Good 2

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3

Outcomes for children Requires improvement

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This is a provision that requires improvement

n The quality of the childminder's teaching is variable. She does not use her interactions with younger children well enough to build on their vocabulary and speaking skills. This means that some children do not make the progress that they are capable of making. n The childminder does not fully promote a two-way flow of information sharing with parents. She does not consistently inform parents about children's progress and parents are not effectively encouraged to share what children learn at home. This does not promote consistency in children's learning. n The childminder does not have a targeted professional development plan in place and she does not use rigorous self-evaluation to ensure that the quality of practice is consistently good.

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It has the following strengths

n Children form secure relationships with the childminder. They are happy and go to the childminder for comfort or reassurance when needed. The childminder has a suitable understanding of children's care routines and adapts these according to children's needs daily. n The childminder provides a welcoming and well-resourced homely environment. Children independently access a range of toys and resources to extend and support their play. For instance, they enjoy exploring different resources during pretend play, such as play foods and dolls. n The childminder has clear expectations for children's behaviour and children understand the simple rules and boundaries. She offers children praise and encouragement and they show suitable levels of self-esteem. For example, young children exclaim that they 'did it' as they proudly show off their achievements.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date improve the quality of interactions to effectively support children's vocabulary and speaking skills, to help them to make consistently good progress 30/06/2019

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What the setting needs to do to improve further

work in partnership with parents more effectively, to consistently share information about children's learning and progress. 30/06/2019

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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 target professional development plans and use self-evaluation more effectively, to enhance the quality of teaching practice to a consistently good level.

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What the setting needs to do to improve further

n The inspector observed the childminder's interactions with children during activities and free play. She assessed the impact this has on children's learning. n The inspector observed a planned activity and jointly evaluated the teaching with the childminder. n The inspector held a number of discussions with the childminder at appropriate times during the inspection. n The inspector viewed a range of documents and checked evidence of the suitability of adults living on the premises. n The inspector viewed written feedback provided by parents prior to the inspection and she took account of their views.

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Effectiveness of leadership and management requires improvement

Self-evaluation is not used effectively to identify and address key weaknesses in practice. The childminder completes mandatory training, such as safeguarding and first aid. However, she does not target her ongoing professional development plans to help to improve areas of her teaching practice. For example, she does not use effective teaching to consistently support younger children's speaking skills. Safeguarding is effective. The childminder has a suitable understanding of how to identify and respond to concerns about children's safety or welfare. She conducts robust risk assessments of her home and she identifies and minimises risks effectively.

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Quality of teaching, learning and assessment requires improvement

Parents contribute to children's initial assessments, however, the childminder does not fully involve parents in ongoing assessments. For instance, she does not consistently encourage parents to share information about children's learning at home. Furthermore, the childminder does not consistently keep parents well informed about the progress children make. The childminder completes observations and assessments and uses these, generally, well to identify gaps in children's learning. However, she does not target her teaching well enough to help younger children to make better progress in their speaking skills. For example, she does not effectively model words during play to help to extend and build on children's vocabulary further. Despite this, the childminder plans a range of activities that children enjoy. For example, children enjoy exploring a variety of paints with their hands and tools, such as rollers. This helps to strengthen their finger

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Quality of teaching, learning and assessment requires improvement

and hand muscles in readiness for early writing. The childminder provides some appropriate levels of challenge to support older children's learning and this helps to keep them motivated. Children enjoy recognising and talking about letters. For example, they identify which words start with the letter 'C'. This helps to support children's early literacy skills.

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Personal development, behaviour and welfare are good

The childminder takes children on a wide variety of outings. For example, they regularly visit parks, farms and zoos. This helps to broaden children's awareness of the world around them and ensures that they get plenty of physical exercise and fresh air. The childminder helps children to gain an understanding of other cultures and the diverse society in which they live. For example, they explore a range of cultural festivals through planned activities. Additionally, the childminder provides a range of resources for children that helps to support their understanding of diversity further.

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Outcomes for children require improvement

The inconsistencies in teaching and partnerships with parents impact on children's ability to make consistently good progress. This specifically relates to younger children's speaking skills. That said, older children are developing some of the key skills required for school. Children demonstrate suitable social skills. For example, older children show kindness and respect for younger children and invite them to join their games. Younger children demonstrate appropriate levels of attention, such as when they are playing with dough.

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Setting details

Unique reference number 316693 Local authority Bury Inspection number 10071522 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 1 - 4 Total number of places 6 Number of children on roll 7 Date of previous inspection 15 December 2015

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Registers

The childminder registered in 2000 and lives in Bury. She operates all year round from 7.15am until 5.30pm, Monday to Friday, except bank holidays and family holidays.

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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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