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

Children are happy, self-assured and behave well. They are confident to investigate and explore the well-planned environment. Children take pleasure in testing out their own ideas and developing their curiosity about how things work. For example, they use gutter pipes to test out the speed of cars and water as they observe them move down the tubes. Children demonstrate positive attitudes to learning and have good levels of independence. For example, they competently select their own fruit at snack time and wash their own hands. They are skilful in undertaking tasks for themselves.

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The provision is good

Children make good progress and acquire the skills they need for their next stage in learning. They participate in activities that focus on their interests and build on their existing knowledge. For instance, they are learning about the world around them by engaging in role play that allows them to extend their understanding of the function of a post office. Children visit the post box and learn about the journey of letters. The childminder and her assistants have high expectations of what the children are able to achieve. Consequently, children participate in challenging experiences.

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need to do better?

n The childminder implements the curriculum well and has a good understanding of how children learn and develop. Consequently, children engage in a range of interesting experiences that enable them to learn new knowledge and skills. For example, children develop their literacy skills and love of books as they re-enact their favourite stories. n Children are cheerful and demonstrate they feel safe in the setting. The childminder and her assistants create a caring and nurturing culture where they respond well to children's emotional needs. For example, they recognise the things that upset children and cuddle them to offer reassurance. As a result, children's self-confidence grows. n The childminder works closely with other settings and professionals to support a consistent approach for children. Children benefit from continuity of care and education and their individual needs are well met. n The childminder gives children clear instructions about the expectations of how

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need to do better?

to behave. For example, she explains to children how to care for books and why they need to do this. As a result, children know what is expected of them and demonstrate respect for each other and the materials they use. n The childminder supports her assistants by arranging training for them. This helps to improve their knowledge and understanding in some areas. However, she does not consistently target her assistants' practice closely enough to help raise their good practice to an even higher level.

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need to do better?

5 May 2022 n The childminder supports children to develop good language skills. She narrates what children are doing as they play. Consequently, children hear lots of words and are developing their communication skills effectively. n The childminder and her assistants provide children with a wealth of activities that extend their mathematical knowledge. For example, children talk about the post box being 'full' or 'empty' and weigh out parcels. Children are developing their knowledge of capacity and weight. n The childminder has a good understanding of the strengths and weaknesses of her setting. She uses training to help her to reflect on her provision and identify ways to improve her practice. For example, after reading about how children develop their thinking skills, the childminder has created more opportunities for children to explore their own ideas. n Children have a good range of experiences that help to develop their physical

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need to do better?

skills. For instance, they use toy screwdrivers to fix screws into holes, and they throw hoops over cones. Consequently, children are strengthening the muscles in their hands and developing their hand-to-eye coordination.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is aware of potential risks to children and puts appropriate measures in place to reduce hazards. For example, play equipment with smaller parts is only used on a higher table. This helps to keep children safe. The childminder and her assistants have a good knowledge of the signs and symptoms of abuse and know what to do if there are any concerns about children. They know the process to follow if there are allegations made against them. This helps to keep children protected from harm.

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should:

n focus more precisely on the ongoing support for the assistants to help raise their good practice to an even higher level.

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Setting details

Unique reference number EY563573 Local authority Manchester Inspection number 10191615 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 9 Number of children on roll 9 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Manchester. She operates during term time from 8.45am to 1.15pm, Monday to Friday. The childminder holds an appropriate early years qualification at level 3.

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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 The childminder and the inspector had a learning walk together to discuss the childminder's intentions for children's learning. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The inspector talked to the assistants at appropriate times during the inspection and took account of their views. n The inspector carried out joint observations of group activities with the childminder. n The childminder and the inspector discussed how the curriculum is implemented and the impact that this has on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on

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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

5 May 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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