Childminder in Bolton

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

Children are extremely happy and settled in the childminder's care. They form secure and trusting relationships with her and her assistant. Children regularly check in with the adults for cuddles and reassurance. All children, including those who are very young, understand what is expected of them. Children behave with a maturity beyond their years. For example, they follow the childminder's simple house rules and always say 'please' and 'thank you' without any prompts from adults. Children show care and concern for each other. For example, older children help younger children to find toys they want to play with.

p.2

The provision is good

The childminder understands that some children have had limited social and physical experiences due to the impact of the COVID-19 pandemic. Therefore, she has focused her curriculum on these areas of children's learning. As a result, any gaps in children's learning that she identified at the start of their placement have quickly narrowed. All children, including those who are funded, make the progress they are capable of.

p.2

The provision is good

Children love the outdoors. They are excited to play out in the childminder's well- resourced garden. Children develop their large physical skills as they scale the slide and carefully manoeuvre the ride-on toys around the garden. Children love to play along with the childminder. They learn new words, such as 'gallop' as they pretend to be a horse running around the garden.

p.2

need to do better?

n The childminder helps children to develop a love of books. Children sit on her knee and attentively enjoy a favourite story. The childminder asks simple questions and leaves natural pauses for children to contribute their ideas, for example what might happen next in the story. As a result, children engage well and develop their language skills as they clearly express their thoughts. Children show care respect for the books. They carefully turn the pages and place books back on the bookshelf when they have finished. n Children have many opportunities to develop their mathematical skills. This is because the childminder and her assistant introduce mathematical language as children play and throughout routine times of the day. For example, children count the steps as they scale the slide and then hold up the correct number of fingers. In addition, children correctly identify who has completed the most hops

p.2

need to do better?

and jumps around the garden. n Children are willing to have a go and in the main develop good independence skills. They relish opportunities such as washing their own hands and taking off their own shoes. However, at times, the childminder and her assistant are too quick to step in and help children. For example, they put on children's sun

p.2

need to do better?

18 May 2022 cream, serve them food and only provide cups with lids on. This means opportunities for children to further extend their self-help and independence are limited during these times. n The childminder provides a well-balanced and flexible curriculum. She knows children extremely well and plans lots of activities that she knows children will enjoy. The childminder quickly adapts the curriculum to meet children's changing needs and interests. For example, during a planned activity for physical development, children tell her that they want to play hide and seek, instead of taking part in a dance session. The childminder takes on board children's suggestions and re-shapes the activity. This means children remain motivated and keen learners. n Children are encouraged to eat healthily and adopt a healthy lifestyle. The childminder provides home-cooked meals and healthy snacks. Children have access to milk and water throughout the day. The childminder talks to children

p.2

need to do better?

about how to maintain their good oral health. n The childminder organises her provision well. She attends training and conducts her own reading and research to keep her knowledge up to date. She recognises aspects of her provision she would like to develop and is proactive in seeking ways to improve the quality of the service she provides. n The childminder provides relevant training opportunities for her assistant and regularly checks on her assistant's well-being. However, she does not provide her assistant with incisive feedback to improve some aspects of her practice to the highest levels. As a result, the curriculum for communication and language is not delivered to a consistently high standard. n Partnerships with parents and other professionals involved in children's care and learning are strong. The childminder shares regular progress updates with parents and provides them with useful activities to support children's learning at

p.3

need to do better?

home. Parents told the inspector that they 'love the home-from-home atmosphere' and feel that the childminder 'goes above and beyond for them and their child'. Where children attend other settings, the childminder quickly establishes links and shares information so that children have continuity of care.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure understanding of her role to keep children safe. She knows the signs and indicators of possible abuse. The childminder knows the procedures to follow if she has any concerns about children's welfare. She attends regular training to keep her knowledge of children protection and safeguarding issues current. The childminder makes effective use of risk assessments to help keep children safe. She keeps her house clean and safe for children to play and learn in. She has robust procedures in place to ensure other adults in her home are safe to be in regular contact with children.

p.3

should:

n maximise opportunities for children to do more for themselves and develop their independence skills further n strengthen supervision arrangements to help assistants deliver the intended curriculum to the highest possible levels.

p.4

Setting details

Unique reference number EY561655 Local authority Bolton Inspection number 10191002 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 16 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in 2018 and lives in Bolton. She operates all year round, except for bank holidays and family holidays. Sessions are from 7.30am to 5.30pm on Monday to Thursday and from 7.30am to 4.30pm on Fridays. The childminder holds a relevant early years qualification at level 3. The childminder works with an assistant.

p.5

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder showed the inspector the premises and discussed how she ensures they are safe and suitable for children. n The childminder spoke to the inspector about her intentions for children's learning. n The childminder and the inspector discussed how the curriculum had been implemented and the impact this had on children's learning. n The childminder provided the inspector with a sample of key documents on request, including evidence of the suitability of household members. n Parents shared their views on the setting with the inspector.

p.5

Inspection activities

18 May 2022 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.5

Inspection activities

18 May 2022 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.6

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.7

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.7

Inspection activities

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

p.7

Inspection activities

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

p.7