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

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The provision is good

Children thrive at this safe, secure and stimulating home-from-home setting. They happily explore the well-planned environment, choosing items to play with. For example, they choose bricks and build with them, carefully placing them on top of each other. Children develop their small-muscle skills. The childminder joins children as they play and skilfully extends children's learning as they talk about the colours and shapes of the bricks. Children have a great time following a physical movement routine. They develop their large-muscle skills as they hop and balance. Children carefully listen to and follow instructions. They beam in delight as adults join in the fun.

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The provision is good

Each day, children access the outdoor area. They explore the garden for bugs and they water flowers. Children are developing their knowledge of nature. The childminder encourages the children to recycle. They discuss ways to re-use paper, using old newspapers to roll into balls to throw and catch. Children are beginning to think about planet Earth and how to care for it. The childminder works closely with two co-childminders. Together they ensure children are well supervised and safe. Children are reminded to play safely and to care for each other. Children take turns and use lovely manners. Behaviour is good. Children are developing social skills that will help them as they transition to school.

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need to do better?

n The childminder regularly attends webinars to learn and share good practice. She uses this learning in planning activities and interactions with children. Children make good progress in their learning. n The childminder plans to develop children's language and communication. She models language well and provides activities to encourage communication. For example, children play games that help them learn about taking turns in conversations. Even young children, and those who speak English as an additional language, can be heard using new words. n Observations of children and discussions with parents help the childminder to know the children well. She selects activities to match the interests of the children attending. This makes learning appropriate and supports children's motivation to learn. However, sometimes children complete activities easily. On these occasions, children's progress is not as rapid as it could be.

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need to do better?

n The childminder builds on children's experiences, offering new and varied opportunities for children to learn. For example, children enjoy trips using a bus or tram. They look at different buildings and architecture. Children talk about the animals they see at the aquarium. Children learn about the world they live in from these many new experiences. n Behaviour is good. Children learn to respect others and work together. The

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need to do better?

26 January 2023 childminder sensitively engages children in discussions and supports them to negotiate. Children learn to voice their opinion and to listen to each other. These social skills help them work in groups with peers. n Children learn good hygiene routines. They wash their hands before eating and after using the bathroom. Occasionally, young children are not encouraged to develop their own self-help skills, for example to feed themselves or learn to put on their own coat. On these occasions, children are not developing independence. n Parents and the childminder work together to discuss targets, for example toilet training. This gives children consistency between the setting and home. Children make progress with set targets. n The children form strong and loving attachments with the childminder and the co-childminders. Children eagerly bounce into the setting, giggle during play and throw themselves into the arms of the childminder for a cuddle. Children have a

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need to do better?

thoroughly lovely time at the setting. They are settled and ready to learn. n The childminder monitors children's progress well. If she is concerned that a child is not making progress, she works with parents and other agencies to ensure relevant support is put in place swiftly. This early intervention means that children, including children with special educational needs and/or disabilities, make good progress.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her role and responsibility in keeping children safe from harm. She has a secure knowledge of the signs and symptoms of abuse and knows what to do should she have concerns about a child's welfare. She updates her safeguarding training regularly to ensure her knowledge is current. The setting is safe and secure. Children are reminded to play safely. Play areas are free from hazards, and the childminder and her co-childminders deploy themselves extremely well to ensure children are well supervised at all times. The childminder holds a current paediatric first-aid certificate.

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should:

n offer opportunities for children to practise self-help skills to further develop their independence n focus on extending activities with additional challenge so that children are consistently learning and make even better progress.

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Setting details

Unique reference number 2599235 Local authority Bolton Inspection number 10251524 Type of provision Childminder

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Registers

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

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inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020 and lives in Bolton. The childminder provides care 24 hours a day, seven days a week, depending on parents' requirements. She works all year round except for family holidays. The childminder offers funded early education for two-, three- and four-year-old children.

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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 and the inspector conducted a learning walk and discussed how the provision is organised, how the curriculum is planned and delivered and what children will learn from this. n The inspector observed children during the inspection, paying attention to how effective the curriculum is for children's learning. n A range of relevant documents were viewed by the inspector, including paediatric first aid and Disclosure and Barring Service information. n The co-childminders spoke to the inspector at appropriate times during the inspection.

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Inspection activities

26 January 2023 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

26 January 2023 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

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

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