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

The childminder is gentle, kind, and very calm. She creates a welcoming and friendly environment for children to play. This relaxed and nurturing atmosphere helps babies and children to feel settled, in readiness to learn. For instance, the attentive childminder frequently provides children with cuddles, whenever needed. Children respond well to this affection and are soothed by the childminder's positive interactions. The childminder offers babies and young children flexible routines to meet their ever-changing needs. She quickly notices when children are hungry or thirsty and offers them healthy refreshments. When babies become tired, they are immediately offered a quiet and safe place to rest. The childminder offers attentive and flexible care, which helps to ensure that children are happy and emotionally secure. The childminder confidently and assertively sets out boundaries for children and explains to them what is expected. In turn, children know what to do. They

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The provision is good

follow instructions and are cooperative and helpful. Children behave well.

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The provision is good

The childminder provides children with plenty of bright, fun, and age-appropriate toys to independently explore. Coupled with an engaging environment, the childminder plans exciting activities that are linked to children's interests. For instance, a recent interest in sharks has led the childminder to plan a range of activities about sea animals, including an exciting trip to the local aquarium. Children are curious and eager to explore. They remain busy and occupied. Children enjoy their time spent in this fun setting and make good progress as they learn through play. The childminder is a skilful teacher and understands the different needs of children in her care. She plans tailored activities with increasing levels of challenge to help all children to make good progress. For instance, babies enjoy exploring sensory materials, and develop their hand-eye coordination as they touch and squeeze different fabrics. The childminder has higher expectations for

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The provision is good

older children as they are encouraged to answer questions about the material properties and textures. The childminder offers children a stimulating curriculum. Furthermore, she is a good role model and supports children's good progress through her teaching and interactions. All children are well supported and make good progress.

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need to do better?

n The childminder works hard to develop good relationships with parents. She prides herself on collaborative partnership working and strong links with home. For instance, when children first begin attending her setting, the childminder invites children and parents into her home. This helps babies to become familiar with new people and spaces, and settle quickly. Parents compliment the childminder on the high-quality service they receive. n Children enjoy a broad range of trips and outings in the local community. For

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need to do better?

12 April 2024 example, trips to local farms and parks extend children's knowledge and understanding of the world and nature. Outings complement the rich curriculum of activities in the childminder's home. Children benefit from broad, varied, and well-planned activities. They make good all-round progress. n The childminder is vigilant with children's safety. She frequently checks that her home and equipment are safe for children to access. Risk assessments are continual and effective. n The childminder uses her observations to monitor children's progress. She carefully plans for children's gaps in learning. Children receive targeted teaching and gaps are narrowed swiftly. n Children are independent. The childminder encourages children to complete tasks for themselves. They show confidence to make choices and decisions as they play. The childminder allows time and space for children to try things. They develop a 'can-do' attitude.

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need to do better?

n Children are confident communicators. The childminder adapts the way that she communicates with children to support their different needs. For example, she communicates through gestures and facial expressions with babies, and repeats key vocabulary with older children. However, the childminder does not always make the best use of questions in order to extend children's conversational skills. n The childminder is driven and motivated. She evaluates her practice regularly. She knows what she does well, and has plans to improve. For instance, the childminder is ambitious to develop her knowledge relating to special educational needs and/or disabilities. She intends to access training to extend her good skills in this area. This plan for training has not yet been implemented.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n make better use of interactions and questioning to extend children's good vocabulary and conversational skills further n access a varied programme of training to enhance already good skills and knowledge further.

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Setting details

Unique reference number 2650748 Local authority Bolton Inspection number 10332942 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 5 Number of children on roll 3 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2021 and lives in Radcliffe, Manchester. She operates her childminding setting from 8am to 4pm, Monday to Friday, all year round, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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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 inspector observed the interactions between the childminder and children, and considered the impact of teaching on children's learning. n The inspector read parents' written comments and took account of their views. n The childminder showed the inspector around all areas of her home. During the learning walk, the childminder explained how she designs her curriculum to support children's progress. n The inspector viewed key documentation that was provided by the childminder on request, including parental comments and a valid first-aid training certificate.

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Inspection activities

12 April 2024 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

12 April 2024 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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