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 are happy and content in the childminder's care. The childminder provides a homely environment where young children receive a lot of care and attention. Children snuggle up to the childminder as they read books and have conversations about things they have done at home. Their well-established bonds are very evident.

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The provision is good

Children are well mannered and polite. They are consistently heard saying 'please' and 'thank you' during their play. Children understand rules and boundaries well. For example, they independently access all resources and tidy them away before getting more. The childminder has high expectations for children's behaviour. She teaches sharing and cooperative play through structured and sequenced activities, which ensures that these fundamental skills are learned and understood. The childminder acknowledges when children need a cuddle and responds to these emotions sensitively. She has high regard for consent. For example, she ensures that children know they can receive a cuddle only if they want to.

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The provision is good

Children have many opportunities to exercise and play outdoors. The large garden area is resourced with climbing equipment, and children go on regular visits to the park. Children also attend weekly dance classes at a local centre. The childminder recognises that, due to the COVID-19 pandemic, opportunities to develop children's social skills are important. Children are making good progress in their learning.

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need to do better?

n The childminder works effectively with parents. Daily verbal and written communications provide parents with information about their children's care and learning needs. As a result, parents say they know their child's current progress and next steps. Parents also inform the childminder about interests and activities from home, and they are pleased to see that she incorporates these into learning. For example, when children learn about caterpillars at home, the childminder extends this learning at her setting through a topic on the life cycle of a butterfly. n The childminder has continued her professional development through training and volunteer work. Children are now better supported to develop the skills and knowledge they require in readiness for the transition to school. Children are well supported to become independent. For example, they are allowed to rummage through the drawers of the mud kitchen to choose the utensils and

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need to do better?

equipment they want to use to make a cake. n Children discuss their own similarities and differences as they play with toys and read books. For example, they enjoy playing with small-world figures that represent people from different cultural backgrounds and people who use

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need to do better?

8 June 2022 wheelchairs. This further builds on children's understanding of people and communities outside of their immediate family or experience. n The childminder introduces mathematical language as children play. For instance, during a child-led mud kitchen activity, she talks about items being 'light' and 'heavy'. As children pretend to crack eggs, they count them and discuss how to make scrambled eggs. This leads to a discussion about cooking at home. These opportunities help to support children's early mathematical understanding through real-life contexts. n The childminder promotes good health and hygiene practices. Children wash their hands before eating and after using the toilet. They benefit from regular access to milk and water. The childminder talks to children about the importance of brushing their teeth and models the correct technique. Children talk about 'putting toothpaste on' and use a circular brushing motion on a doll. Children are

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need to do better?

developing a good understanding of healthy lifestyles and the importance of keeping themselves healthy. n The childminder plans activities from assessed starting points and children's interests. For example, children learn to name colours and shapes through books and sorting activities. However, the childminder does not always consider what children need to learn next during activities. For example, teaching colours is a theme across many activities for children who have already acquired this knowledge. This does not help children to build on what they already know and can do. n The childminder has identified the risks of older children using devices in the setting with access to the internet. As such, she asks that children do not bring such devices to the setting and teaches them about staying safe online. Older children are encouraged to talk to the childminder and younger children about their day. This further promotes children's communication and language skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is knowledgeable about the signs that may indicate a child is at risk of harm. She is alert to the possible risks that children face, including emotional and physical abuse, and is also aware of the correct reporting procedures to follow. This ensures that children get the help they need. The childminder understands the importance of communicating with parents and other professionals with regards to unexplained absences. She is keen to maximise attendance in the setting as this improves learning outcomes for children.

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should:

n focus more specifically on what children need to learn next when implementing

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Setting details

Unique reference number EY342566 Local authority Bury Inspection number 10231755 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 6 Number of children on roll 6 Date of previous inspection 29 September 2016

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Information about this early years setting

The childminder registered in 2006 and lives in the Walmersley area of Bury, Greater Manchester. She operates during term time from 7.30am to 4.45pm, Monday to Friday. The childminder has a childcare qualification at level 3. She provides funded early education for two- and three-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 The inspector viewed the premises and discussed the intent of the curriculum. n The childminder and the inspector evaluated an activity together. n Relevant documentation was checked and discussed. The inspector checked evidence of the suitability of the childminder and household members. n The childminder and the inspector held ongoing discussions throughout the inspection. n The inspector gathered feedback from parents. n Children were spoken to when appropriate.

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Inspection activities

8 June 2022 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

8 June 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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