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 Good

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The provision is good

Children have close relationships with this gentle natured childminder. They enter eagerly, put on their slippers and explore the exciting resources. Children who require reassurance are sensitively supported. The childminder acknowledges children's feelings. This supports them to feel valued and to settle quickly.

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The provision is good

Children use good manners throughout the day. They are becoming familiar with the expectations of the childminder and display high levels of respect for their environment. They remind their friends to tidy up when they have finished playing with an activity. Children respond positively to praise from the childminder, for example when she says 'good choice'. These consistent expectations support children to feel safe and secure.

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The provision is good

Children demonstrate high levels of engagement and curiosity and are confident to try new things. They independently access resources from the well-organised environment and concentrate on activities for long periods. Children work together to build a large wall with foam bricks. They chuckle together as the wind blows it over and then they start again. The childminder has high expectations for all children's learning. She regularly encourages them to attempt to do things for themselves. Children show wonderful levels of pride as they achieve a new skill, such as using the toilet. They have confidence in their own abilities and make good progress in their learning.

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need to do better?

n Partnership working is a particular strength of the childminder. Parents describe her as kind and professional and say that she goes 'above and beyond' to support their children. They report that their children love coming to the childminder's home. n The childminder uses children's interests to motivate and enthuse them. Her skilful interactions help to build children's learning in all areas of the curriculum. For example, when children play with the dinosaurs, the childminder skilfully adds new mathematical language such as 'long' and 'large'. When children collect items and add them to the shopping trolley, she introduces the concept of 'lots' and 'expensive'. These experiences support children to begin to understand mathematical concepts in a fun way. n Children who speak English as an additional language are supported well by the childminder. She uses the expertise of the families to ensure the children can

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need to do better?

fully enjoy cultural celebrations. Parents contribute by sharing recipes and key words. These experiences support children to become aware of the similarities and differences between themselves and others, and prepare them well for modern life in Britain.

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need to do better?

21 April 2022 n The childminder uses opportunities throughout the day to talk about healthy choices with the children. They enjoy a good variety of nutritious meals and snacks that the childminder provides. Children develop a good understanding of the importance of healthy lifestyles. The childminder regularly reminds children to wipe their noses and to wash their hands. She encourages them to 'catch' their cough to stop the spread of germs. n The childminder supports children's communication and language skills well. She introduces a range of new vocabulary during interactions with them. Children spontaneously sing throughout the day and ask for their favourite songs to be played. They develop a love of stories and songs. n Overall, the curriculum for literacy is ambitious and supports children to make good progress. The childminder models writing for a purpose, showing that print has meaning. She ensures that children have access to a wide range of books

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need to do better?

that link to their interests. However, when children show an interest in the sounds they can hear in words, this is not always modelled correctly by the childminder, meaning that children are not being taught the early reading skills needed to support their future learning. n Children build respectful relationships with each other and are supported to manage their emotions by the childminder. However, she does not consistently encourage them to consider possible solutions when minor disagreements about turn taking occur. This does not support children to learn how to come up with their own resolutions.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder completes regular training to help ensure her safeguarding knowledge remains current. She is confident in how to identify concerns about the welfare of a child and knows who to report these concerns to. The childminder is aware of the process to follow should an allegation be made about her conduct. Regular risk assessments are undertaken to help ensure the premises are safe and that children are safe when on outings. Children learn how to keep themselves safe. For example, they are taught that it is not safe to walk around when eating as they may choke.

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should:

n further develop knowledge of how to sequence the skills required to support children's later reading skills n provide different ways to enable children to learn more about managing their behaviour.

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Setting details

Unique reference number EY482383 Local authority Bury Inspection number 10233255 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 12 Date of previous inspection 20 September 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Radcliffe, Greater Manchester. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant qualification at level 3 and provides funded early education for two-, three- and four-year-old children.

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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 A learning walk was completed to discuss the childminder's intentions for children's learning. n Children communicated with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n A joint observation took place of a group activity. n The inspector spoke to parents during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on request. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable.

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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

21 April 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

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

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