Pate, Cheryl

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

p.1

The provision is good

Children benefit from a well-designed curriculum that supports their learning. The childminder skilfully incorporates children's individual interests and builds on what they can already understand and do. Her expectations are high and she aspires for all children to succeed. For example, older children enjoy tossing coloured balls into the same coloured pots, extending the distance between them and the coloured pots at each successful throw. Younger children are encouraged to match the colours on the balls and pots. Therefore, children are beginning to develop active learning and thinking skills.

p.2

The provision is good

The childminder shows empathy and is kind and has an assured bond with all children. Children are confident and demonstrate impeccable manners. They are caring and show respect to others. For instance, older children help the younger children to thread laces and praise their efforts with a cuddle. In addition, younger children excitedly share their triumph with the inspector. Care practices across the setting are embedded well and support children's emotional well-being. Children are encouraged to help themselves to fresh drinking water and to independently carry out personal hygiene tasks, such as washing their hands and face before and after lunch. As a result, all children are developing skills to enhance their independence.

p.2

need to do better?

n The childminder demonstrates exceptional skills for promoting children's ability to recall their past learning. The curriculum provides many opportunities to make connections with previous learning. For example, during a story about a shark, older children excitedly tell the inspector that the shark is the same one they met in the big fish tank on a trip out with the childminder. n Children enjoy a language-rich environment, where all children have a voice and are listened to. As a result, they engage in conversation and are eager to talk. For example, older children describe an apple as 'juicy'. They model words such as 'please' and 'thank you', encouraging younger children repeat them back to them. However, the childminder does not always pronounce words correctly when speaking to children. Nevertheless, children learn new words and show good conversational skills. n Partnerships with parents are robust. The childminder keeps parents updated on

p.2

need to do better?

all aspects of their children's progress. Parents comment positively on the detailed daily handover and frequent updates they receive throughout their child's day. The childminder shares ideas to support children's learning at home. For instance, parents sing the nursery rhymes children have been learning with the childminder at home. n Children demonstrate high levels of engagement in their play. For instance, the

p.2

need to do better?

6 March 2023 childminder uses simple number jigsaws with the younger children and encourages them to find the corresponding number on the board with the jigsaw piece. She inspires children to have a can-do attitude and helps them when required. As a result, children are developing resilience and problem-solving skills. n The childminder has made some links with other early years settings that children attend. However, information about some children's learning and development is not always shared. For example, children's interests at nursery are not always followed up through activities at the childminder's setting. As a result, continuity of learning is not always provided. n The childminder supports all children to adopt a healthy lifestyle. For instance, all children are offered a choice of healthy and nutritious food options throughout the day. In addition, the childminder offers gentle reminders on the

p.2

need to do better?

importance of oral health and teeth cleaning. For example, during song time, children excitedly show the inspector how they brush their teeth by carrying out the actions to the song. Therefore, children are beginning to understand the importance of healthy choices to support their physical development. n The childminder is self-evaluative and strives to give children the best start. She has identified her areas for improvement and and has researched training that would further raise the level of practice within her provision.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The well-being and safety of children are high priority in this setting. The childminder ensures that her knowledge of child protection and paediatric first aid is up to date. Therefore, she is confident in recognising signs that may cause concerns about the safety and well-being of a child. Furthermore, she is confident in the safeguarding procedures to follow to help keep children safe. The childminder supervises children at all times and teaches them how to keep safe, particularly when eating. All areas utilised by the children are suitably assessed for risks and are safe and secure. These processes help to ensure that all children are kept safe from harm.

p.3

should:

n continue to model language by using correct terminology when speaking to children, to support the development of their vocabulary n extend links with other early years settings that children attend, to support continuity in their learning.

p.3

Setting details

Unique reference number 315740 Local authority Bolton Inspection number 10276307 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 8 Date of previous inspection 11 July 2017

p.4

Information about this early years setting

The childminder registered in 1998 and lives in the Farnworth area of Bolton, Greater Manchester. She operates all year round from 7.30am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant qualification at level 3.

p.4

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 inspector viewed all areas of the setting used for childminding. n The childminder and the inspector carried out a joint observation of an activity. n Consideration was given to testimonials from parents. n The inspector held discussions with the childminder at appropriate times during the inspection. n The inspector viewed some documents, including the childminder's first-aid certificate.

p.4

Inspection activities

6 March 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.

p.4

Inspection activities

6 March 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.

p.5

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