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 Inadequate

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The provision is good

Children are happy. They giggle with delight as they access the variety of exciting activities carefully planned by the childminder and her assistants. The well-thought- out curriculum is designed to incorporate their individual interests, and this helps to ensure children are fully engaged. Children are transfixed as they search for different figurines in lentils and rice. They feel triumphant when they finally find the one they are looking for and cheer out loud. Children are independent. They focus for long periods of time to achieve new personal goals, such as peeling oranges and using the step to reach the sink and wash their hands. Children are resilient; they try hard and do not easily give up.

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The provision is good

Children behave well. They are polite, welcoming and kind. They show respect for one another and to the childminder and her assistants. Children are inspired by nature. They look for spiders, insects and birds, and cannot wait to tell their parents what they have found. All children look forward to outdoor play. They practise their skills as they manipulate toy vehicles and concoct mixtures in the mud kitchen. This helps to support their ongoing physical development. The childminder has high expectations for every child. This reflects in their progress, as they speedily meet their next steps in development.

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need to do better?

n The childminder has substantially improved the provision since her previous inspection. Alongside her assistants, she has accessed a wealth of training to support her understanding of delivering a high-quality of education and care. She meets with her assistants on a weekly basis to share new knowledge and consider how this can be filtered into the provision. As a result, all aspects of the setting continuously evolve and strengthen. This has a positive impact on children, as the curriculum is exciting, challenging, well-thought-out and unique. Children are curious, motivated learners. n Parents commend the childminder. They feel she is dedicated to their children. They particularly appreciate the fascinating knowledge their children come home and share every day. Parents comment that the childminder is caring, committed and teaches children to give love and respect to all. Parents feel supported personally by the childminder, commenting that her provision is 'like a family'.

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need to do better?

This helps them to feel assured when dropping their children off each day. n Children show impressive levels of concentration. They focus on minute details as they create self-portraits. They appreciate that people look unique, and the childminder reminds them to embrace these differences. The childminder's assistants support activities well. They extend children's learning and introduce them to new vocabulary, which they quickly learn. However, at times, the childminder's assistants ask children many questions in quick succession. They

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need to do better?

25 July 2022 do not always allow children adequate thinking time to respond. This does not support children's emerging critical thinking skills. n Children know what is expected from them. The childminder follows embedded routines which children are very used to. Children know when they need to line up, wash their hands and sit at the table. They anticipate these well-known parts of the day and thrive off familiarity. For example, they grab their coats and bounce with excitement when they know it is time to go and play outside. They help their friends to find their spots in the line and excitedly talk about what they plan to do in the garden. Children have warm bonds with their peers, the childminder and her assistants. n The childminder recognises the value in building effective working partnerships. She works closely with other professionals, the local authority and parents. This helps to enable her to evaluate her own practice effectively. This also benefits

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need to do better?

children. For example, the childminder has strong working relationships with local schools. She knows the skills children need for this next stage in their learning journey and adapts her curriculum to help children feel prepared.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder creates a culture of awareness and vigilance within her setting. She understands her roles and responsibilities in safeguarding children. She knows the procedures she must follow should any concerns be raised about anyone living on the premises or working with children. The childminder and her assistants are trained in paediatric first aid. This helps them to understand how to appropriately respond should a child have an accident. The childminder risk assesses the environment daily. She swiftly identifies and rectifies any hazards, which helps to protect children from harm. Communication between the childminder and her assistants is strong. This helps to ensure that all adults are aware of where children are, who is supervising them, and any needs which may arise. This supports children's safety.

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should:

n encourage staff to allow children adequate time to think and respond to questions to further support their critical thinking skills.

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Setting details

Unique reference number EY487258 Local authority Bury Inspection number 10217550 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 18 Number of children on roll 7 Date of previous inspection 25 November 2021

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Information about this early years setting

The childminder registered in 2015 and lives in Prestwich, Bury. She operates from 9am until 3.30pm, Monday to Friday, term time only. The childminder works with seven assistants. The childminder holds an early years qualification at level 4, and three assistants hold level 3.

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Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about her intentions for children's learning. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The manager and the inspector carried out a joint observation during an activity involving all children. n The inspector spoke to several parents during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

25 July 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

25 July 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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