Childminder EY558088

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

Babies and children are happy, self-assured and behave well. They develop strong relationships with the childminder and his co-childminder, which helps to build their self-esteem and sense of emotional security. They choose what to play with from a wide range of accessible toys in the playroom. The childminder plays alongside, supporting children to get along with each other. For example, he shows two children how they can both stand behind the role-play shop and use the toy cash register. The childminder knows children's abilities well and helps them to build on their skills as they play. While children play with toy building bricks, the childminder helps them to develop mathematical skills, for example, by counting and identifying shapes and colours. The childminder includes lots of opportunities for children to experience learning outdoors.

p.2

The provision is good

Parents receive information about their children's activities and learning in a range of ways. For example, in addition to daily diaries, the childminder shares photographs and information through a daily online application and maintains an informative website and social media page. Children make good progress from their starting points and are well prepared for the next stage of their learning. The childminder has completed all the required training and is making increased use of webinars to extend his knowledge of early years care and education.

p.2

need to do better?

n Children's early writing skills are developing well through a wide range of activities that are appropriate for their stage of development. For example, younger children make marks as they run their fingers through flour and paint. They also use crayons to make marks on large rolls of paper on the floor. n The childminder purposefully themes books to help children to make links in their learning and to promote their interest in reading. For example, while learning about Britain, children look at factual and storybooks about British hedgehogs and bees. n Children eat healthily and are encouraged to try a range of foods, which are sometimes linked to a current theme. For instance, while learning about Britain, the childminder cooked traditional British black pudding for children to try with their eggs and baked beans at lunchtime. n The childminder successfully promotes children's speaking and listening skills as

p.2

need to do better?

they play. He talks about what children are doing so they can link words with actions and introduces new words to their vocabulary. While older children name toy animals, babies are encouraged to make the noises made by them. n Children develop a range of physical skills and learn about the natural world as they enjoy new outdoor experiences, including walking in mud and pond dipping. They enjoyed taking part in a national wildlife challenge, where they

p.2

need to do better?

24 September 2019 experienced a different aspect of nature each day for 30 days. As part of the challenge, children enjoyed visiting the safari park to look at large animals close up. n The co-childminders work well together to meet children's individual care needs and to help them to feel safe and secure. For example, the childminder spends time settling children at sleep time, while his co-childminder meets the needs of the other children. n Children make good progress across all areas of learning. The childminder has a good knowledge of children's abilities and interests. He works closely with his co-childminder to plan activities that are interesting and match each child's developmental needs. He supports children to build on what they already know and can do. For example, while playing with sand, a younger child enjoys the sensory experience, while another child fills a container to make sandcastles and

p.2

need to do better?

talks about shape and size. n Overall, partnerships with parents are developing well. The childminder keeps parents well informed about the service offered and the progress that children are making. Self-evaluation does not fully include the views of parents and children. However, since registration, the childminder has taken on board ideas from training and research to provide a good service. n The childminder works closely with his co-childminder to manage children's behaviour and to help them to learn right from wrong. He is beginning to build up a knowledge of different ways to manage children's behaviour. He supports children to be confident, socialise with others and to build a range of useful skills in readiness for school and later life.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a basic knowledge of child protection. He knows the signs that may indicate a child is at risk of harm and understands that it is his responsibility to report concerns. Through a review of his knowledge and practice, he has appropriately identified further relevant safeguarding training that he plans to attend.

p.3

should:

n evaluate practice more effectively, making greater use of the views of children and parents to identify areas for development n build a stronger knowledge of safeguarding procedures and different ways to manage children's behaviour.

p.3

Setting details

Unique reference number EY558088 Local authority Bolton Inspection number 10124778 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 11 Total number of places 6 Number of children on roll 10 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Daisy Hill, Bolton. He operates all year round from 7am to 6pm, Monday to Friday, except family holidays. The childminder works with a co-childminder.

p.4

Inspection activities

n The inspector had a tour of all areas of the home with the childminder. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n Discussions were held with the childminder and co-childminder and joint observations were carried out. n The views of children spoken to during the inspection and those of parents provided on social media were taken account of. n The inspector looked at a sample of documentation, including evidence of training and the suitability of household members.

p.4

Inspection activities

We carried out this inspection 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

Inspection activities

24 September 2019 24 September 2019 regulates and inspects to 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

Inspection activities

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.6

Inspection activities

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.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6