Childminder in Bury

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 and assistant prioritise children's well-being. From the outset, they communicate with parents to discover what is important to families. This helps them to meet the needs of all children. New starters settle quickly and show confidence as they learn through play. Children enjoy being with this attentive childminder and her assistant. They engage in fun games and share caring relationships. Children feel secure and happy. The childminder provides accessible activities across all areas of learning. Children choose what to play with. The childminder and assistant adapt their teaching to deliver relevant learning. For example, children select the cereal sensory tray. The assistant explains how to shake it. Children follow instructions well. They 'grip' the tray with 'one, two hands' and 'shake'. Children giggle as the cereal moves. They enjoy developing their communication skills.

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The provision is good

Parents value the 'fantastic' childminder's support. They work together to improve outcomes for children. The childminder shares children's learning assessments with parents. She works effectively with professionals where additional help is needed. Children, including those with special educational needs and/or disabilities, make good progress. Children attended throughout the COVID-19 (coronavirus) pandemic. The childminder implemented effective safety measures, such as frequent handwashing, and supported children to enter the setting independently. This increased children's confidence. Disruption to learning was minimal.

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need to do better?

n Children are motivated to learn. For example, they are curious about the wooden food toys. The childminder and assistant explore shapes and colours with the children. They talk about flavours, where foods come from and how to serve them. Children pick up new words and have a go at saying them in role- play scenarios. They copy actions and pretend to spread jam on toast. Children serve foods to each other and share experiences. Through play, children extend their knowledge of the world and develop social confidence. n The childminder and assistant introduce children to early mathematical skills. For example, as children build towers, they use mathematical language, such as 'more' and 'higher', and name shapes. Children show persistence as they take on challenges to balance objects and make arrangements with shapes. Children benefit from opportunities to test out their ideas and solve problems. n The childminder promotes equality and diversity. She introduces children to

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need to do better?

people in their diverse local community. Children learn about different backgrounds through their stories and take part in cultural festivals, such as Holi. They discover similarities and differences and develop respect for people. n The childminder knows what she wants children to learn and sequences her

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need to do better?

15 September 2021 curriculum logically. For example, when children start school, she wants them be able to hold a pencil and be confident to attempt to write letters. The childminder designs activities to help children to gain small-muscle skills, such as moulding dough to strengthen their fingers. However, the childminder plans some areas of the curriculum in greater depth than others. For example, she is not as confident with how to structure children's learning to develop early reading skills, such as recognising some letters. Nevertheless, children acquire all the essential skills they need for their transition to school. n The childminder is adept at reading children's behaviours. She swiftly and sensitively intervenes to help children to understand and reset their emotions. Children respond positively and learn to regulate their own behaviour effectively. This helps children to remain calm and ready to learn.

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need to do better?

n The childminder helps children to develop their independence. For example, well before toilet training, she introduces a potty to help prepare children for upcoming changes. The childminder teaches children how to use fastenings on clothing. When they are ready, children manage their own personal needs effectively. n The childminder engages in reflective practice. She seeks the views of parents, children and her assistant. The childminder applies what she learns from her professional development programme. For example, to improve children's strength and coordination, she adapts the learning environment. Children stand at a low table to take part in activities and new outdoor areas promote greater physical activity. The childminder's evaluation schedule helps her to continually improve the setting.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and assistant have completed recent safeguarding training. They are confident in being able to recognise the possible signs and symptoms of various types of abuse. They know how to manage disclosures and how to report any concerns or allegations. This helps them to protect children. The childminder is aware of local safeguarding issues. She adapts routines to help to protect children from potential harm. This shows that safeguarding is central to her practice. The safeguarding policy details ways to help keep children safe. For example, the childminder maintains privacy online and teaches children about risks. Children learn how to keep themselves safe.

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should:

n strengthen curriculum planning, particularly around pre-reading skills, to improve children's depth of learning and develop the quality of education even further.

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Setting details

Unique reference number EY554469 Local authority Bury Inspection number 10174809 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 12 Number of children on roll 8 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Bury. She operates all year round from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with an assistant. They both hold an appropriate qualification at level 3.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder and inspector completed a learning walk together. They discussed how the curriculum supports children's learning and development. n A joint observation of the assistant's teaching was carried out by the childminder and inspector. They discussed the quality of education observed. n The inspector spoke to parents to understand their views of the childminder's setting. n The inspector held a number of discussions with the childminder and assistant at appropriate times throughout the inspection.

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Inspection activities

15 September 2021 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 September 2021 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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