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 Outstanding

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The provision is good

Children are happy and enjoy their time with the childminder and her assistant. They move freely and safely in the well-equipped playroom. Children confidently access an interesting range of available play materials and make meaningful choices about how they spend their time. Outdoors, children run excitedly around the garden, laughing and giggling with their arms outstretched in the wind. Children spontaneously go into the 'art shed' to use craft materials and visit the outdoor kitchen area where there enjoy scooping and pouring lentils. Children behave well. They show care and concern for one another and are learning the importance of socially acceptable behaviour. A strong sense of belonging is fostered by the childminder, who provides each child with their own storage space for their belongings. Children are familiar with the daily routines and are becoming increasingly independent. For example, they remove outdoor shoes before entering

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The provision is good

the playroom. Children also help to set up their own sleep mats with the blanket they have brought from home, in preparation for a very restful sleep time.

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The provision is good

Children enjoy a broad range of activities and experiences that help them to develop the skills and knowledge they need to be ready for school. However, since the start of the COVID-19 pandemic, the childminder has cared for children solely in her home and garden. This means that opportunities for outings and wider learning experiences in the community are limited.

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need to do better?

n The childminder has a clear overview of each child's capabilities. She knows what she wants children to learn next and provides interesting activities that children enjoy. However, the childminder does not always ensure her assistant has a secure understanding of what she wants children to learn from planned activities. This means that children do not always make as much progress as possible in their learning. n The childminder monitors the progression of children's speech and provides a good level of support. She works closely with parents to gain a clear understanding of children's language acquisition in their home language, when considering children's communication and language skills. In the main, the childminder models language well and provides lots of opportunities for children to extend their vocabulary. Children enjoy songs, rhymes and interactive stories as part of their daily routine. For example, children enjoy siting at the table to

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need to do better?

act out the story of 'The Tiger Who Came to Tea', while listening to the story. n The childminder is keen to develop children's knowledge of letters and the sounds they represent. However, her own subject knowledge is not secure. This means that, on occasion, activities are focused on teaching children the names of the letters of the alphabet, rather than supporting children to learn and say

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need to do better?

9 March 2022 the letter sounds in preparation for later reading, such as when modelling the first letter of a child's name. n The childminder and her assistant promote equality and diversity, for example by challenging typical stereotypes in relation to gender roles. They also help children to learn and understand more about their own cultures and traditions and those of their friends. However, opportunities for children to learn more about and appreciate diversity in the wider community are more limited. n Very high standards of cleanliness are maintained, and every step is taken to promotes children's good health and help to minimise the spread of infection. Children are learning about the importance of a healthy lifestyle, including the importance of good oral health. They benefit from plentiful fruit snacks, regular water intake and daily opportunities to be physically active in the fresh air. n Children have formed secure attachments with the childminder, her assistant

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need to do better?

and with their peers. They are well supported as they learn to recognise, understand and manage their own feelings and behaviours. Children understand that they must take turns and share toys. They listen to and follow simple instructions, for example when getting ready for lunch or to go outside. n Parents comment very positively on the quality of care and education their children receive. Parents and children enjoy the library service the childminder provides to further support home learning. Parents say they are very well informed of their child's progress and daily activities via electronic updates. n In the main, the childminder manages her setting effectively. The childminder and her assistant have completed all required training, such as paediatric first aid and child protection training. They regularly access additional online courses and webinars to further develop their knowledge. However, arrangements for

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need to do better?

supervision are not fully established. This makes it difficult for the childminder to provide the most effective coaching and support for assistants to help them to further improve the quality of education provided.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant have a clear understanding of their role and responsibility regarding child protection. Recent training has ensured that this includes their responsibility to notify the local authority designated officer in the first instance, in the event of an allegation being made against the childminder or her assistant. Children are becoming increasingly aware of their own safety and how they can help to keep themselves safe as they play. For example, they help to tidy up so that nobody trips or falls over toys on the floor.

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should:

9 March 2022 n develop understanding of ways to strengthen the educational programme for early literacy, particularly ways to promote the foundation skills needed to support later reading n strengthen the educational programme to deepen children understanding of different ways of life in modern Britain n improve the quality of supervision provided for assistants, to ensure that they are provided with the coaching, training and support that they require to further improve the quality of education.

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Setting details

Unique reference number EY483361 Local authority Bury Inspection number 10225534 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 5 Date of previous inspection 19 August 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Whitefield, Manchester. She operates all year round from 8.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder supports children who speak English as an additional language. She works with an assistant.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The inspector observed the quality of education being provided. She assessed the impact that the activities have on children's learning. She had a learning walk with the childminder to discuss how the curriculum is planned and implemented. n The childminder and the inspector discussed how the teaching observed extended children's understanding and linked into the learning intentions for the children. n The inspector spoke to the childminder, her assistant and the children at convenient time throughout the inspection. n The inspector looked at relevant documentation and evidence of the suitability of

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Inspection activities

adults living on the premises. n The inspector took account of the views of parents.

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Inspection activities

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 March 2022 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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