Whittle, Helen

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 settle quickly with the devoted childminder. The children are treated with respect and are carefully considered in all aspects of their care. For example, children are asked what activities they would like to do, and they are listened to intently. This supports children in understanding that they have a voice and a say in their care. Children are given plenty of opportunities to play creatively and practise their communication skills. For instance, children talk about colours and stickers as they make marks inside a card. The childminder models positive behaviours and the use of good manners. She helps children learn to play safely and encourages perseverance as children attempt to remove lids off pens.

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The provision is good

A love of books is fostered through carefully planned activities that are built around children's interests and next steps. For example, children select from a plentiful range of books that are organised to help develop their understanding of colours. The children read with joy alongside the childminder as they consolidate what they know about colours and learn new ones.

p.2

The provision is good

The childminder has high expectations for all children, and they receive lots of positive praise for their efforts. Children behave impeccably and they show great pride in themselves when they accomplish their goal.

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need to do better?

n Children benefit from high-quality, meaningful interactions with the knowledgeable childminder. She carefully selects resources that follow children's interests and encourages them to practise new words. When the childminder talks to children, she gains their full attention and gives them time to respond. This is one way children are supported in building strong communication and language skills. n The childminder demonstrates good knowledge of how children learn and develop. She has high expectations for all children in her care and demonstrates that she knows how to plan activities that support children in achieving the desired learning. For example, the childminder has clear next steps linked to children's interests and she uses opportunities in and out of the setting to develop these. n Children develop exceptionally good attitudes to learning as they try hard with all their activities. For example, when making a birthday card, children are

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need to do better?

determined to open pen lids and peel stickers independently; they remain motivated and interested even when they find things difficult. Children are pleased with what they have made. n Children learn good hygiene routines. From an early age, they clean their hands before eating and use sanitiser. They discuss why clean hands are important in

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need to do better?

7 September 2022 an age-appropriate way. Children start to learn the importance of health and oral hygiene by discussing healthy foods and the importance of brushing their teeth. However, the childminder allows free access to drinks brought from home. Children choose to drink juice rather than the water or milk provided. n The childminder is aware of the importance of promoting children's understanding of people, cultures and communities beyond their own. Children make friendships as they meet with other childminders and make trips to local museums, parks and groups. The childminder tries to provide interactions and experiences that the children might not otherwise have. n The childminder supports children to build on what they already know and can do. For example, the childminder encourages children to count further by modelling the correct numbers as they increase. The childminder is patient with the children and offers thinking time for reflection. All children make good

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need to do better?

progress in their learning and development. n The childminder has accessed a range of professional development courses and is keen to keep updating her subject knowledge. However, she has not fully considered more focused training opportunities for herself to enhance the implementation of the curriculum across all areas of children's development. n Parents share that they are happy with the high levels of care given to children. They feel that they are kept well informed of development areas and that communication with the childminder is strong, which enables parents to further support learning at home.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder completes regular training to ensure her knowledge of safeguarding is kept up to date. She conducts risk assessments to ensure the safety and welfare of children, especially when out on trips in the local area. She adapts these risk assessments in line with her experiences. The childminder has a clear understanding of the signs and symptoms that may lead her to be concerned about varied forms of abuse. She also understands the reporting procedure she must follow in these circumstances. The childminder has a sound knowledge of safeguarding concerns, including radicalisation.

p.3

should:

n focus professional development more precisely on gaining skills and knowledge that can be used to enhance children's learning n support parents to provide children with consistent messages about healthy food and drink choices.

p.3

Setting details

Unique reference number EY461279 Local authority Bury Inspection number 10075430 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 9 Date of previous inspection 12 July 2016

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Information about this early years setting

The childminder registered in 2013 and lives in Prestwich. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder 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 provider and has taken that into account in their evaluation of the childminder. n The childminder and the inspector held a learning discussion together to understand how the curriculum is organised. n The inspector observed the childminder's interactions with children during adult- led activities and reviewed this with the childminder. n The inspector saw written feedback from parents during the inspection and took their views and feedback into account. n The childminder provided the inspector with a sample of key documentation and the inspector reviewed the evidence of suitability for all household members.

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Inspection activities

7 September 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

7 September 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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