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 feel safe and secure in the setting. Children can express their preferences and know that they will be listened to. For example, they confidently express they would prefer to do yoga rather than go outside. This supports children's well-being and helps them to grow into unique individuals. Children have their own views and ideas. The childminder has a flexible but structured daily timetable. Children have opportunities to take part in planned activities as well as free play.

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The provision is good

The childminder has clearly considered her curriculum. This is progressive and links to prior learning and interests where possible. For example, following a visit to the garden centre, children enjoyed caring for their own strawberry bush and eating the strawberries once ripe. These opportunities help children engage in their learning. The childminder promotes positive attitudes to learning and behaviour. She places high priority on giving children the opportunity to be involved in decision-making. For example, as play comes to an end to prepare for lunch, the childminder gives children the option to bring their toys inside or leave them in the garden to play with later. These good opportunities for children to negotiate support their skills in compromise and how to follow boundaries.

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need to do better?

n The childminder promotes children's listening and attention skills very well. She uses a puppet to keep children engaged during story time and reads with expression. Children listen attentively. They gain excellent listening skills, preparing them well for the next stage in their development. n The childminder uses assessment well to plan for children's next steps. For example, the childminder regularly revisits objectives. If she notices an objective children have yet to meet she plans activities specifically to support learning in this area. This means that children are supported to learn at their own pace. n The childminder has a good understanding of how to support children's communication and language. Children are given opportunities to share their ideas and ask questions to gain clarity. The childminder builds on what children say by expanding on their sentences. She also repeats back to children the

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need to do better?

correct grammar and tense when needed. This means that children develop their vocabulary and make good progress in their speech and language. n The childminder promotes children's resilience and helps them to build confidence. For example, her curriculum focuses well on children learning to be independent. As a result, children persevere when putting on their shoes, even when offered help. These skills prepare children for life in modern Britain. n The childminder keeps her knowledge and skills up to date. She takes what she has learned in training and puts this into practice. For example, following communication training, the childminder has enhanced her skills in implementing

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need to do better?

19 July 2024 her curriculum. This has been particularly beneficial for children's thinking skills and vocabulary. This means the childminder continues to provide the children with high-quality care and learning opportunities. n The childminder promotes and encourages positive behaviour. For instance, when disagreements occur, the childminder encourages children to look at her watch and swap after 5 minutes. However, the childminder's curriculum is not yet effective in helping children understand their own feelings linked to their behaviour. This means that children are not supported to develop an understanding of the feelings they have and how to work on addressing these effectively based on their age and stage of development. n Children in the setting show positive attitudes to learning. They show curiosity and ask appropriate questions, such as how things work. The childminder has built positive and respectful relationships with the children in her care and knows

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need to do better?

what makes each child unique. This means that she can provide tailored care and education to each individual child. n The childminder is not fully effective in working in partnership with other professionals. For example, although the childminder is aware children attend other settings, she has not been proactive in gathering information about children's care and learning. This means children are not provided with continuity of care and learning through a collaborative approach. n The childminder failed to notify Ofsted of a recent name change, which is a requirement of her registration. However, there is no impact on children and the childminder is aware of what she must notify Ofsted of in the future.

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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 strengthen the curriculum offerings around personal, social and emotional development to support children to better understand their emotions linked to their behaviour n make links and engage in collaborative work with other settings children attend to support continuity of care and learning.

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Setting details

Unique reference number 2669874 Local authority Bolton Inspection number 10350593 Type of provision Childminder Registers Early Years Register Day care type Childminder

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inspection

Total number of places 3 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 2022 and lives in Bolton. She operates all year round from 8.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

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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 childminder. n The childminder and inspector completed a learning walk together of all areas of the setting used by children and discussed the early years curriculum. n Children communicated with the inspector during the inspection. n The inspector talked to the childminder at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views with the inspection. n The inspector carried out a joint observation with the childminder. n The childminder provided the inspector with a sample of key documentation on

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Inspection activities

19 July 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

19 July 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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