Childminder in Bolton

Inspection date 20 June 2019 Previous inspection date 4 December 2015

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

This provision is good

n The energetic childminder is passionate about the work that she does. She strives to create a homely environment where children flourish into confident, well-mannered and kind individuals. Children gain the key skills they require for their move on to school. n The childminder is responsive to children's love for books and reads to them with great enthusiasm. Purposeful activities, such as visits to the nearby meadow to wade through the long grass, help children to recall phrases and events from well-loved stories. This contributes towards children's advancing early reading skills. n The childminder actively promotes children's good health. She encourages children to try new foods to help to broaden their palate and advocates that 'food gives us energy and makes us big and strong'. This contributes towards children's increased understanding of the effects that healthy eating have on their body. n The devoted childminder cherishes each child as an individual. She actively encourages

p.1

This provision is good

children to recognise and celebrate what makes them unique. This supports children to feel confident about themselves and helps them to learn that they have similarities and differences that connect them to and distinguish them from others. n Partnerships with parents are strong. The childminder uses effective strategies to engage parents in all aspects of their children's learning and development. Parents are very complimentary and comment that, 'The childminder plays a major role in helping children to develop a sense of character and gain a positive outlook on life'. n Although the childminder's self-evaluation is inclusive, it does not scrupulously identify precise and targeted areas to improve to help drive development forward most effectively. n On occasions, the childminder does not grasp opportunities that help children to gain a greater awareness of their differing feelings and emotions.

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 the current self-evaluation systems and target areas for improvement more precisely to help drive development forward to the highest possible levels n seize more opportunities that help to extend on children's knowledge of different feelings and emotions as these arise during play and discussions.

p.2

What the setting needs to do to improve further

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 records and children's learning files. She discussed self-evaluation with the childminder. n The inspector took account of the views of parents from comments noted on recent reference letters.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The well-trained childminder has a good knowledge of child protection procedures. Risks are minimised effectively and take account of children's individual needs. For example, where minor works are being carried out on her home, the childminder carefully considers children's emotional needs, such as their sensitivity to increased noise levels. She swiftly adapts her daily routines in support of this, to help ensure that children are happy, safe and well cared for. The childminder makes good use of the strong links she has formed with professionals from other settings that children attend to enhance her knowledge, skills and teaching practice. For example, a recent observation of a phonics session within the nursery school is helping her to provide improved opportunities for children to gain an accurate knowledge of letters and the sounds they represent. This is preparing children well for their move on to school.

p.3

Quality of teaching, learning and assessment is good

Observations and assessments of children's learning are accurate. The childminder plans a good range of challenging activities that take account of children's prior learning, their interests and any learning from home. For example, following recent family holidays, the childminder takes children to the local park to use more complex equipment, such as a rope climbing net and a zip wire, to build on their new-found love for climbing. Engaging experiences, such as using media to find out facts about dinosaurs, help children to gain an awareness of prehistoric times and complements their learning elsewhere. The childminder provides intricate activities, such as threading, that aim to increase children's concentration levels. She enables children to explore their own ideas, for example when creating a tower with blocks, and in the main, intervenes accordingly to move play on.

p.3

Personal development, behaviour and welfare are good

The childminder aspires 'to give children the best possible start in life'. She offers children and abundance of support, encouragement and praise during play. This helps to instil them with high levels of self-confidence and contributes towards the 'can-do' attitude that they adopt. The childminder introduces younger children to invaluable techniques that aid their ability to complete tasks, such as putting on their own coat, with accuracy and independence. She involves children in novel outdoor experiences, such as helping to muck out, groom and ride horses at the nearby stables, to help them develop a sense of care for living things. The childminder engages children in upbeat songs to help ensure that routine activities, such as tidy-up time, remain fun.

p.3

Outcomes for children are good

All children make consistently good progress in their learning and development. Younger children show a keen desire to listen to favourite stories and readily join in with repeated refrains. They take an interest in different occupations and share more complex knowledge of significant working patterns for families. Older children are keen to share their experiences of nursery school with their friends. They write words of personal significance, such as their name, and form letters accurately and in the correct order. Children are well mannered, thoughtful and caring. They show a great deal of respect for the childminder, the resources and each other.

p.3

Setting details

Unique reference number 315797 Local authority Bolton Inspection number 10061626 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 - 4 Total number of places 6 Number of children on roll 5 Date of previous inspection 4 December 2015

p.4

Registers

The childminder registered in 1989 and lives in Bolton. She operates all year round, from 7.30am 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 3.

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