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 Good

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The provision is good

Children are warmly welcomed into their childminder's home where they demonstrate they feel safe and secure. They are familiar with their surroundings and follow the routine with confidence and familiarity. Children indicate when they would like their snack and choose their own resources or activities with intent. This indicates how comfortable the children feel in this home-from-home environment. Children are supported to build positive attitudes to learning. They listen well and respond to their childminder and to each other. There is a kind and caring atmosphere, and children behave well. They use their manners and are considerate of their friends and environment. It is evident there is a positive relationship between the children and their childminder.

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The provision is good

The childminder provides a well-sequenced curriculum. She uses children's interests well to motive them in their learning. For instance, a visit to a local strawberry picking farm sparked elation and excitement. This real-life experience ignited additional curiosity and interest for the children. Independence and self- care is embedded thoroughly. Children help themselves to tissues to wipe their own noses when needed and know where to discard them. Children actively want to wash their hands, making 'bubbly mittens' to ensure a thorough clean. This teaches the children the importance of good hygiene and ways to manage their own personal care.

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need to do better?

n Communication and language are at the heart of the childminder's curriculum. Children are encouraged to discuss their feelings, make choices and talk to each other. They are praised for their clear speaking. Vocabulary is built upon through language-rich experiences such as storytelling and imaginative play. This language-based environment is supported by the childminder's clear, calm and well-modelled approach. Children make good progress in communication and language. n The curriculum is enhanced by exploring the local community. This allows children to develop their awareness of the wider world. Children's learning is enriched with trips to the local farm, country parks and local authority facilities. Children enjoy meeting their friends with their childminders and enjoy socialising with one another. This promotes respect of others and teaches children how to behave and respond in different situations. Consequently, children develop

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need to do better?

socially and embrace new experiences. n The childminder has a good understanding of the early years foundation stage (EYFS). She knows which skills children need to develop in order to make good progress to become ready for school. A well-designed curriculum is in place to ensure children learn fundamental skills such as sharing, developing meaningful

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need to do better?

12 September 2024 language, simple mathematical skills and embedding high-level independence. This helps children prepare for their next stage of education. n Parent partnerships are strong. Daily communication records keep parents up to date along with regular assessments and progress checks. Parents know their child's next steps and value the ideas that the childminder shares to help them to support their child's learning at home. The childminder values parent input and feedback. This helps to provide a consistent approach to support children's learning and development. n The childminder provides a wide range of activities that children can choose from. Overall, she supports children to learn effectively as they play. That said, on occasion, the childminder does not adapt her teaching in response to children's stages of development. On these occasions, children lose concentration and do not gain the most from the learning experience.

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need to do better?

n The curriculum is planned carefully according to the children's interests and identified next steps. The childminder talks about individual children's abilities, stating what they can do and what they need to learn next. For example, when children have a keen interest in football, small, soft, indoor balls are provided so that they may practise rolling, kicking and catching. This helps to promote children's physical development. There are a wealth of resources that support all areas of the curriculum. Consequently, children are equipped fully to support their learning and understanding. n The childminder is committed to her professional development. She targets future training to help her to remain up to date and to enhance her skills. She skilfully applies her learning and makes changes that positively impact children's learning and experiences.

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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 consistently adapt teaching to help children to remain engaged and benefit fully from the learning experiences provided.

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Setting details

Unique reference number EY276145 Local authority Bolton Inspection number 10350954 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 5 Date of previous inspection 20 September 2018

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Information about this early years setting

The childminder registered in 2004 and lives in Bolton, Manchester. She operates all year round from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their EYFS curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on

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Inspection activities

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 September 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

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