Childminder EY442892

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

The childminder has high expectations of herself, her assistant and what children can achieve. She provides children with challenging learning experiences, and they respond positively and with confidence. For example, babies are supported to try to undo the doll's buttons on its clothing. The childminder establishes strong partnership working with parents. Parents have high levels of praise for the childminder and are very happy with the welcoming, warm setting that is 'just like being at home'. They say that the childminder invites them to share what children have been enjoying at home. Parents praise the childminder for providing ideas for activities to promote children's learning at home.

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The provision is good

The childminder provides a nurturing and inclusive learning environment. She knows each child well and regularly monitors their progress. The childminder provides appropriate experiences to support what children need to learn next. This helps children to make good progress. Children behave very well. They are active, confident and curious individuals, who are eager to join in activities and try new things. For example, babies explore the texture of the paints using their fingers. They copy the childminder as she dabs the paintbrush into the paint, then onto the paper. Children enjoy experimenting with the variety of technology toys and finding out how things work.

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need to do better?

n The childminder occasionally works with an assistant and delivers good-quality practice. However, the childminder does not use highly focused training and professional development to ensure that practice is constantly improving. n Children benefit from a range of high-quality, age-appropriate resources that they are able to select independently. On the whole, the childminder carefully plans for all areas of learning. However, she does not fully promote experiences that help children to learn about people and communities beyond their own. n Children develop good memory skills. For example, they look at the photographs and recall past activities and outings they have been on with their friends. n Children have plenty of opportunities to develop their mathematical skills throughout the day. For example, the childminder sings number songs and rhymes and repeats the names of the colours of paints. She encourages children

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need to do better?

to match the shapes to the holes in the shape-sorter activity. n The childminder understands how to identify and plan for the different ways that children learn. For instance, she provides resources with wheels for those children who repeatedly push them backwards and forwards. n Children are beginning to manage their own feelings and enjoy regular cuddles from the childminder. The childminder invites parents to share children's unique care needs and routines from the start. She promptly responds to children's

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need to do better?

7 November 2019 needs and recognises when they are tired. Children settle quickly for their sleep and show they feel safe and secure. n The childminder tunes in well to babies' utterances. She repeats words and phrases and provides a running commentary as they play. Children choose books and invite the childminder to read to them. They listen attentively to the childminder's comments and questions. For example, babies eagerly search for, and point to, the picture of the little mouse in the story. n The childminder provides children with a variety of healthy, home-cooked food. She encourages babies to use spoons to feed themselves, to promote their independence and self-care skills. Daily outings are planned to ensure that children enjoy fresh air and exercise. n Parents and children are regularly invited to share their views. This information is used to help monitor the quality of practice. Parents say that the childminder

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need to do better?

adapts experiences provided to children around their particular interests and helps keep them stimulated.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a robust understanding of her role in safeguarding children. She knows the signs and symptoms of abuse and neglect and the procedures to follow if she has any concerns. The childminder is aware of wider safeguarding issues. These include how children could be at risk of harm from others with extreme views. Parents are provided with helpful guidance, including information about childhood illnesses and promoting safer sleeping. The childminder follows good hygiene practices and ensures that children are kept safe within her home and on outings.

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should:

n enhance the programme of training and professional development so that the quality of practice is constantly improving to the highest level n build on the opportunities provided to children to learn about and respect people and communities beyond their own.

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Setting details

Unique reference number EY442892 Local authority Bolton Inspection number 10075102 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 0 to 9 Total number of places 6 Number of children on roll 4 Date of previous inspection 17 May 2016

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Information about this early years setting

The childminder registered in 2012 and lives in Bolton. She operates all year round from 7.15am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant qualification at level 3. She occasionally works with an assistant.

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Inspection activities

n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The childminder completed a learning walk and joint evaluation of an activity with the inspector. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection. n The views of parents were taken account of through written feedback provided.

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Inspection activities

7 November 2019 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

7 November 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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