Childminder in BoltonOfsted report card, 15 Sept 2026

Childminder

Unique reference number (URN): 2826277 Registered with Ofsted: 14/03/2025 Registers: EYR, CCR, VCR

p.1

Safeguarding standards not met

The childminder has not ensured that there is an open and positive culture around safeguarding that adequately protects children from harm. Children are not consistently supervised and are exposed to unnecessary risk. The childminder is not aware of her statutory duty to ensure all children are seated safely while eating and in sight and hearing of adults. This means that children do not consistently experience care where they are fully protected and where their welfare is promoted.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Achievement Expected standard

Children make progress across all areas of learning. They develop the knowledge and skills that they need to support their future learning. For example, children learn to manage their personal hygiene and become independent from an early stage. They learn how to put on their own shoes and wash their hands before meal times.

p.2

Achievement Expected standard

Children develop the physical skills needed for writing. This is promoted through well- planned and purposeful opportunities to develop their coordination and finger strength. For example, children regularly manipulate play dough and practise holding tools when making marks to develop their pencil grip.

p.2

Achievement Expected standard

Children receive the support that they need when barriers begin to emerge in their development. Children benefit from the support that they receive to develop their vocabulary and speaking skills. The childminder models new words and children's vocabulary and speaking skills develop well.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder creates a positive environment for the children attending their setting. She treats the children in her care with warmth, respect and kindness. The childminder typically reminds children of the boundaries, in order to support their understanding. As a result, children play collaboratively and work together. They take turns and show enjoyment in playing with others.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder has built caring and trusting relationships with the children. They happily come in, understanding the routine and expectations of them. This is further demonstrated by their positive behaviours and attitudes towards their learning. They are typically eager to participate in all activities and support each other to achieve in each task. The childminder constantly narrates to children, helping them understand what will happen next and to make sense of the world around them. The childminder places importance on punctuality and attendance. She understands the impact absences have on children and actively promotes regular attendance to parents.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder has appropriate expectations of children based on their age and stage of development. For example, she supports all children to take turns by modelling 'my turn, your turn' and helping them to wait when playing with the outdoor cars. This helps children understand what is expected of them.

p.2

Curriculum and teaching Expected standard

Overall, the childminder and assistants provide a broad curriculum that supports children's speaking skills and their physical and personal development. The childminder has a clear understanding of the knowledge and skills they want children to learn before starting school. They plan activities and resources that match the individual needs and interests of each child in their care. The childminder typically prioritises developing children's communication

p.2

Urgent improvement

and language skills. Children enjoy listening to stories, talking about pictures and sharing books with adults.

p.3

Urgent improvement

Children develop early mathematical skills through play and practical activities. For example, they identify numbers on insert puzzles, recognise shapes when making marks, and observe heights when building towers. The childminder encourages children to be physically active by providing experiences that are fun and engaging. Children develop their fine motor skills through a variety of experiences. For example, they delight in squeezing and squashing play dough. Children benefit from access to fresh air outdoors. They develop their gross motor skills as they use the strength in their arms to climb up the slide. The childminder regularly takes children on visits to places in the community, such as soft-play centres. These experiences help children learn how to behave appropriately and socialise with larger groups. As a result, children develop the skills they need for the next stage of their learning.

p.3

Inclusion Expected standard

The childminder gathers key information from families about their child's individual needs when they first start at the setting. They spend time observing children during settling-in sessions to assess what children already know and can do. The childminder uses this information to plan familiar routines and learning experiences that match the individual needs of the child. The childminder has identified a need to complete training delivered by external professionals. This will further support the childminder to ensure that children's individual needs are met from the outset.

p.3

Inclusion Expected standard

The childminder considers barriers to children's learning and finds ways to support these through their curriculum plans. They adapt their approach to provide children with targeted support. For example, the childminder works closely with parents to reduce the use of dummies. The childminder speaks clearly and encourages children to repeat single words to support their emerging speech and language development. They provide children with a narrative during their play, sings songs and read books daily to broaden their vocabulary. As a result, any gaps in a child's development begin to close.

p.3

Children's welfare and wellbeing Urgent improvement

The childminder does not supervise children well enough when they eat, or follow safer- eating practices. For example, the childminder does not ensure that children use available seating at snack time. This means children can eat pieces of fruit while wandering around the provision and as they play. In addition, the childminder cannot always see the children's faces when they are eating. This places children at significant risk of choking.

p.3

Children's welfare and wellbeing Urgent improvement

Children enter the setting confidently, eager to engage in their day. They enjoy their time at the setting. The childminder encourages hygiene practices and older children are developing the personal care skills required for starting school. They confidently put on their own shoes and wash their hands before meals. Relationships between the childminder and families are respectful, with parents reporting how their children enjoy attending. The childminder shares information about children's routines to provide parents with an oversight to their children's day.

p.3

Leadership and governance Urgent improvement

The childminder does not give sufficient priority to their professional development and does not ensure that their knowledge and skills are kept up to date. In particular, they have not undertaken appropriate training to develop and maintain their knowledge and understanding of the statutory framework requirements relating to safer-eating practices. As a result, gaps in their knowledge affect their ability to identify and manage risks effectively and to consistently implement safer-eating procedures. This places children at increased risk of harm and means their safety and welfare are not consistently prioritised. The childminder's limited understanding of safer-eating practices raises concerns about their ability to recognise potential hazards and take appropriate action to keep children safe. These weaknesses in the childminder's professional knowledge also impact on the effective management of the setting and their ability to provide consistently safe care for all children.

p.4

Leadership and governance Urgent improvement

The childminder does not ensure that assistants receive sufficient support, training and supervision to carry out their roles safely and effectively. Their decision-making is often reactive, with limited use of guidance and monitoring to identify risks and improve assistants' practice. As a result, not all statutory requirements are consistently met.

p.4

Compulsory Childcare Register requirements

This setting has not met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has not met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

What it's like to be a child at this setting

The childminder has failed to keep her knowledge of statutory requirements up to date. They have not taken appropriate action to ensure safer-eating practices are effectively implemented in the setting. As a result, the childminder does not sufficiently consider the potential impact of these weaknesses on children's safety and welfare. The childminder does not ensure that effective risk assessment procedures keep children safe and prevent incidences of choking. In addition, the childminder does not provide assistants with effective support and training to ensure that they develop the knowledge and skills required to fulfil their roles and responsibilities effectively. Consequently, children's welfare is not consistently protected, particularly when they are eating.

p.5

What it's like to be a child at this setting

Children show that they feel comfortable in the childminder's care. They seek them out to join in with play and show their achievements. For example, children share delight in showing the childminder the marks they have made in chalk. The children beam as they receive praise from the childminder. The children benefit from reassurance and cuddles throughout the session. The childminder reminds children to use good manners and supports them to share and take turns. Children develop positive relationships with the childminder, her assistant and the other children.

p.5

What it's like to be a child at this setting

All children make progress from their starting points. They enjoy the range of activities and resources provided for them. Children are motivated and eager to take part in small-group activities. The childminder and her assistant are always close by, supporting the children as they play. For example, younger children enjoy rolling toy cars back and forth and the childminder models language to support the children's emerging communication skills. Older children are further challenged to group the cars into colours and count how many they have lined up. Children develop the knowledge and skills needed for their future learning across all areas of learning.

p.5

Next steps

The provider is not meeting the requirements of the Early years foundation stage and Childcare Register and Ofsted intends to take enforcement action.

p.6

Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date:

p.6

Action Completion Date

improve arrangements to identify, remove or minimise risk to children, with particular regard to the organisation of mealtimes so that children are supervised at all times 01/10/2026

p.6

Action Completion Date

ensure babies and young children are seated safely in a high chair, or appropriate low chair, while eating 01/10/2026

p.6

Action Completion Date

ensure that children are always in sight and hearing while eating 01/10/2026

p.6

Action Completion Date

undertake professional development to gain a clear understanding of the early years foundation stage requirements and improve safer-eating practices 01/10/2026

p.6

Action Completion Date

ensure assistants receive effective supervision, guidance and support to improve their practice 01/10/2026

p.6

About this inspection

The inspector spoke with the childminder and children during the inspection.

p.6

About this inspection

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. Unique reference number (URN): 2826277

p.6

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:30 - 18:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8