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

The childminder offers a welcoming environment. She fosters warm and affectionate relationships with children in her care. This helps children to develop a sense of belonging. The childminder has a strong key-person system in place. She is attentive to each child's individual needs and stage of development. For example, she offers reassuring cuddles when children are tired or sad, which helps children to settle. In addition, the childminder helps children to understand their emotions by showing patience and empathy. With her gentle tone, she calmly talks to the children about how they are feeling and supports them in their play. This all positively promotes children's emotional well-being. Children feel safe and secure in the childminder's care.

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The provision is good

The childminder's curriculum supports children to develop a positive sense of self. Babies show interest in their reflections in the mirror. The childminder provides interactive games to help babies to recognise themselves. For instance, children practise finding their body parts and point to their eyes and nose. The childminder offers lots of praise to children when they achieve new goals. This boosts children's self-esteem and confidence in their learning. Children show good resilience skills. They continue to keep trying when they struggle with new tasks. The childminder provides positive reassurance and encouragement to keep on trying. Children are developing a 'can-do' attitude towards their learning.

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need to do better?

n The childminder focuses well on supporting children's next steps in their learning. However, she does not always ensure that her curriculum is well sequenced to help build carefully on what children know and can do. For example, the childminder provides lots of activities at one time and quickly moves children on. As a result, children often show they do not understand the activity as they become disengaged from their play. n The childminder teaches children to be independent from a young age. She supports children to develop key skills they will need for the future. For instance, babies practise feeding themselves using cutlery. Additionally, the childminder supports children to fasten their own shoes and wash their own hands. Children are becoming increasingly independent in managing their own self-care needs. n The childminder is reflective and understands the importance of keeping her knowledge up to date. She is passionate about furthering her own professional

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need to do better?

development and improving outcomes for children. The childminder has recently attended training on supporting children's communication and language development. As a result, the childminder engages in regular conversations with children and introduces vocabulary to help broaden their ever-growing vocabulary.

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need to do better?

9 October 2024 n Children develop a love of books. Babies beam with big smiles as they explore the books together. The childminder points to the printed words in the book as she reads with an engaging tone. This captures the babies' attention. The childminder focuses on encouraging single words, such as 'duck' and 'quack', and she allows time for babies to respond and copy the words. Children are making good progress with their emerging language skills. n Partnerships with parents are effective. The childminder works closely with parents to find out about children's personal care needs and routines. This enables the childminder to plan for each child's individual needs and further support their learning and development. The childminder communicates with parents through discussions and daily diaries about their child's day and their next steps in learning. Additionally, the childminder and parents share ideas on

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need to do better?

how to support children's learning at home. This all keeps parents up to date on their child's learning and development and creates continuity of care and learning for children. n The childminder's curriculum for physical development is well sequenced and builds cumulatively on children's current physical skills. She provides ample opportunities for children to further their physical development. For example, she provides opportunities for babies to explore and move in different ways, such as standing, cruising and walking. Children develop good physical skills and are ready for their next stage in development. n The childminder is a positive role model to children. She teaches children about the importance of sharing and taking turns. For instance, the childminder uses effective explanations and models how to share the large coins during an activity. Children listen carefully and pass the coins to the childminder when it is

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need to do better?

her turn. Children are developing kind and respectful attitudes towards others.

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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 curriculum planning that provides more sequence to children's learning and builds carefully on what children know and can do.

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Setting details

Unique reference number EY280666 Local authority Bolton Inspection number 10355047 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 1 Date of previous inspection 15 November 2018

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Information about this early years setting

The childminder registered in 2004 and lives in Farnworth. She operates during term time from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The childminder spoke to the inspector about how she organises her early years setting, including the aims and rationale for her curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector observed the interactions between the childminder and the children. n The childminder provided the inspector with a sample of key documentation on request. 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.

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Inspection activities

9 October 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

9 October 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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