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 greets children and parents warmly on arrival. She finds out about how children are so that she can prepare for the day ahead. Children thoroughly enjoy the time they spend with the childminder. They demonstrate this as they eagerly arrive at her home, greeting their friends and waving goodbye to their parents and carers. All children show that they are happy and confident in the childminder's welcoming home. Children receive a good amount of comfort and support from the childminder. They demonstrate contentment as they make choices on what they want to play with. The childminder builds warm and caring relationships with children, which helps them to feel very safe and secure.

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The provision is good

Children enjoy a broad range of fun and engaging experiences that motivate them. The childminder interacts with children as they play to support their learning and development. For example, as children build with blocks, the childminder helps them to consider which shapes might make their towers more stable. Children experiment with the different shapes and sizes of blocks. This helps them develop their critical thinking skills and a 'can-do' attitude to their learning. The childminder has clear expectations for children's good behaviour. When disagreements do occur, she quickly supports children to resolve any conflicts. The childminder demonstrates how to share and to take turns. Children's behaviour is good.

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need to do better?

n The childminder has a clear intent for the ambitious curriculum she provides. She uses her assessments of children's development to inform a sequenced curriculum that precisely identifies what children need to learn next. This helps all children to make good progress. Consequently, all children are prepared for their next stage in learning, including their eventual move on to school. n The childminder provides a running commentary on children's play and introduces new language to them to enhance their vocabulary development. She repeats words back to children so they hear the correct pronunciation. The childminder also uses opportunities during children's role play to introduce new vocabulary. For example, she mentions that the cup is 'empty' and the teapot is 'full'. Children become confident communicators. n Children benefit from many experiences that support their physical development. Younger children enjoy soft play where they can climb, run and jump. Older

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need to do better?

children take part in activities to help them develop their smaller muscles, such as using a range of tools to make marks and smash ice. All children develop their muscles, coordination and dexterity. n The childminder supports children to wash their hands before and after eating. Furthermore, children learn the importance of putting tissues in the bin after wiping their nose to reduce the risk of spreading germs. In addition, the

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need to do better?

15 January 2025 childminder talks to children about foods that are good for their bodies. Children develop an awareness of how to keep healthy. n The childminder builds strong partnerships with parents from the start, gathering detailed information to help children to settle quickly. She keeps parents updated on their children's progress with daily conversations and photos of their activities. Parents recognise the progress that their children make in their communication and language development. They comment on how their children's vocabulary has expanded since attending the setting. This all contributes to helping children to progress. n Children with special educational needs and/or disabilities and those in receipt of additional funding are well supported to reach their potential. The childminder uses any additional funding to have a positive impact on children's learning and development and meet their needs. For example, she has recently attended

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need to do better?

training on managing children's behaviour and sourced resources to help support children's behaviour in their home environment. n The childminder collaborates with local childminders to exchange ideas and expertise. Furthermore, she ensures that any assistants that work with her access basic training, such as first aid and safeguarding. However, although there are some arrangements in place for the supervision and monitoring of assistants, the childminder does not precisely focus their professional knowledge on continuing to develop their skills and understanding to support her teaching even further. n Overall, children develop their independence skills well. Even the youngest children independently remove their coats and shoes. However, sometimes, the childminder does not recognise ways to give older children opportunities to develop their independence further, such as at mealtimes.

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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 needs first.

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should:

n strengthen the arrangements for the supervision and monitoring of assistants to support teaching further n explore ways for older children to develop their independence even further.

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Setting details

Unique reference number 2686245 Local authority Bolton Inspection number 10260101 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 11 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022 and lives in Farnworth, Manchester. She operates all year round, from 7am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with an assistant and both hold appropriate qualifications at level 3. The childminder provides government funded childcare.

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Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years curriculum. n Parents shared their views of the setting with the inspector. n The inspector talked to assistants at appropriate times during the inspection and took account of their views. n The inspector observed the interactions between the childminder, any assistants and children and evaluated the quality of education being provided. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

15 January 2025 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

15 January 2025 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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