Childminder EY558934

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

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The provision is good

Children self-select from a broad range of toys stored at child height. They make independent choices and initiate their own play. The childminder creates comfortable spaces with child-sized sofas, where children keenly look at books and listen to stories. Children are happy, self-assured and supported well to be confident to try new things. For example, the childminder uses a quiet time, when others are asleep, to support a child who was previously reluctant to experience paint. A range of outdoor activities are carefully planned to help children to learn about nature and the changing seasons.

p.2

The provision is good

Children make good progress and are well prepared for the next stages in their learning. Useful information is exchanged with parents and is used effectively to meet children's individual health and care needs. For example, dietary requirements are met, and children sleep comfortably at a time that fits their routine.

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The provision is good

The childminder meets with other childminders to discuss childcare issues. She raises some aspects of her knowledge through online webinars and makes steady improvements to her service. She is keen to continue with her professional development and is beginning to target her learning to enhance her good teaching. She makes good use of what she learns to promote children's learning. For example, following training on how children learn to write, she places long rolls of paper and crayons on the floor so that children can draw on a large scale.

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need to do better?

n The childminder frequently reads stories and sings with babies and children. This helps to improve children's concentration and their speaking and listening skills. Children demonstrate a love of books as they keenly share them with others. n Children enjoy learning about the similarities and differences between themselves and others. Themed activities help children to find out about the food, language and lives of others in different countries. For example, when learning about South America, children made carnival masks and ate empanadas and tacos at mealtimes. n Baking activities, including making scones and pizzas, help to raise children's awareness of healthy eating as they talk about the ingredients. The childminder introduces new foods to the lunch menu for children to try and organises games, such as a fruit tasting challenge. n To help prepare children emotionally for starting school, the childminder talks

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need to do better?

about the school that they will be attending and the colour of the uniform. She shows them the school, so they are familiar with the building when they start. n A range of planned activities and outings successfully raise children's awareness

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need to do better?

24 September 2019 of the natural world. Children look closely at bees, walk through streams, go pond dipping and experience mud through their toes as they walk barefoot. n The childminder is keen to work in partnership with parents. She keeps parents well informed about the planned activities and exchanges information with them about children's learning and development. This helps to ensure all parties work together to support children's development. The childminder is open to the views of parents and children. However, she does not fully consult them to help to identify areas of her service to improve. n The childminder works well with her co-childminder to create a calm and reassuring atmosphere for children. Children demonstrate that they feel safe and secure as they confidently move around choosing their activities. They behave well, showing care and concern for others. For instance, a child gives a toy truck

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need to do better?

to a baby that has just woken up, so she can join in with their play. n The childminder observes and assesses children's progress regularly and monitors it closely to check whether any children need greater challenge or further guidance to help close the gaps. Children are well prepared with essential skills and knowledge for school and later life. n Children make good progress across all areas of learning. The childminder works closely with her co-childminder to plan interesting activities that help to build on what children already know and can do. For example, inspired by the work of a famous architect, some children glue mosaics while others enjoy experimenting by sticking and lifting the coloured squares.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder works closely with her co-childminder to monitor children's safety as they take part in different activities throughout the day. She is aware of the possible signs that may indicate a child is at risk of harm or neglect, and has suitable procedures in place address any concerns she may have about a child's welfare. She is also aware of how to respond if she were to identify a child who may be at risk of wider safeguarding issues, including extreme views or behaviours.

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should:

n seek the views of children and parents on a wider range of issues and use them to help to evaluate practice more effectively and build on the good quality of the service n target professional development to help to enhance the good-quality teaching and extend children's learning and development to the highest level.

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Setting details

Unique reference number EY558934 Local authority Bolton Inspection number 10124779 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 to 11 Total number of places 6 Number of children on roll 0 Date of previous inspection Not applicable

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Information about this early years setting

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

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Inspection activities

n The inspector had a tour of all areas of the home. n A joint observation was carried out by the inspector and the childminder. n The views of children spoken to on the day of the inspection, and those of parents that are published online, were taken account of by the inspector. n Discussions were held with the childminder and co-childminder. Relevant documentation was looked at, such as evidence of the suitability of household members.

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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.

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Inspection activities

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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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