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 happy and safe at this vibrant setting. The childminder is a good role model. She has high expectations for children's behaviour. Children are kind and courteous towards one another. They show a good understanding of right and wrong. Children behave well and show positive attitudes towards their learning. Overall, the childminder provides them with a broad curriculum that builds on what they already know and can do. For example, children relish learning about animals. They go on a walk in a local woodland to look for birds and learn about their habitats.

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The provision is good

The childminder introduces children to a wide range of music. Children learn dance routines and songs. Younger children enjoy exploring sand and talking about its texture. Older children explore the smell of cereal while playing in the 'mud kitchen' outdoors. The childminder fosters a love of reading. Children carefully select books and snuggle up with the childminder. Children enjoy visiting the local library. They take books home to share with their families. The childminder supports children to recognise letters and encourages them to write their names. Children demonstrate good levels of independence. They help to tidy toys away and tend to their own physical needs. Children develop the necessary skills in readiness for their eventual move on to school.

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need to do better?

n The childminder has effective systems in place for self-evaluation. For example, through reflection, she identified that she would like to access training around communication and language to better support children's speaking skills. This has been highly effective in helping the childminder to think of ways to introduce new words to children. The childminder listens to children with interest and asks them questions during their play. Children are confident communicators. n In the main, the childminder provides an ambitious curriculum for children, which helps to keep them engaged and motivated to learn. However, she does not consistently promote children's understanding of numbers. This means that children do not have rich experiences to count and explore numbers during their play and learning. n The childminder gives high priority to children's personal, social and emotional development. She spends time getting to know children and their families during

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need to do better?

the settling-in process. Children settle quickly and they have a strong sense of belonging. The childminder supports children exceptionally well to regulate their own feelings. Children talk about their emotions. They engage in mindfulness activities, such as relaxation and talk about what makes them feel calm. Children demonstrate excellent behaviour. n Overall, the childminder understands the importance of active learning. She

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need to do better?

4 February 2025 demonstrates to children how to make 'snow' and how to mix different colours of paint together. However, on occasion, the childminder does not allow children sufficient time to try out their own ideas and thoughts during their play. This means that some children lose interest in their learning. n The childminder supports children's large-muscle skills effectively. She provides an array of activities to challenge children's physical endurance. Children take part in football sessions and show excellent climbing skills while using play apparatus outdoors. They relish visits to the local park and play centre. Children make good progress in their physical development. n The childminder teaches children about similarities and differences between themselves and others. Children relish learning about festivals and cultural traditions. They enjoy trying different foods associated to celebrations, such as

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need to do better?

Chinese New Year. Children are developing positive attitudes towards living in modern Britain. n Partnership working is a strength of the setting. The childminder has forged effective links with the local authority and other childminders. She attends local network meetings and shares best practice. Links with parents and carers are highly effective. The childminder supports parents in continuing their children's learning at home. Parents commend the childminder on her loving and caring nature.

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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 refine the curriculum for mathematics, with particular reference to supporting children to gaining a broader understanding of number n allow children sufficient time to try out their own ideas and thoughts during their play and learning.

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Setting details

Unique reference number 504874 Local authority Bolton Inspection number 10368555 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 3 Date of previous inspection 26 March 2019

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Information about this early years setting

The childminder registered in 1997 and lives in Bolton, Manchester. She operates all year round from 7.30am to 4.30pm, Monday to Friday, except for bank holidays and for family holidays. The childminder holds a level 2 qualification in childcare.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for the curriculum. n The inspector observed the interactions between the childminder and children. n The childminder and the inspector completed a joint observation of an activity, and afterwards discussed the quality of teaching and learning. n The inspector looked at relevant documentation. This included evidence of the childminder's suitability, training record and safeguarding documents. n The inspector took account of written feedback provided by parents. n The inspector held discussions with children and the childminder at appropriate times during the inspection.

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Inspection activities

4 February 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

4 February 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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