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 Outstanding

p.1

The provision is good

Children enjoy an immaculate, spacious and thoughtfully planned environment that promotes children's learning and reflects their interests well. Children benefit from individual attention from the childminder. Her expectations for all children are high, and she strives to ensure all children succeed. She has a secure understanding of what children can already do, and the curriculum builds on this knowledge. For instance, younger children demonstrate independence by choosing their favourite book about a bus from the bookshelf and picking a bus from the toy box. Children confidently share their choices with the inspector.

p.2

The provision is good

Children have a strong and caring bond with the childminder. Children behave very well and are polite. As an example, the childminder helps younger children by modelling language such as 'yes please' and 'thank you', encouraging children to repeat these back to her at appropriate times. Therefore, younger children are beginning to recognise simple manners. Care and hygiene practices are embedded well. The childminder ensures that children's emotional well-being is a priority. For example, during the inspection, the childminder encouraged a young child to have a go at wiping their nose before asking permission to ensure this task was carried out successfully. There is a clear sense of mutual respect, resulting in happy, confident children who are excited to attend this welcoming setting.

p.2

need to do better?

n The childminder has a robust understanding of all areas of development and how to plan for them. She meticulously plans to help all children, including children with special educational needs and/or disabilities and children who speak English as an additional language, to progress from their starting points. Moreover, through monitoring and assessment, any delays in progress are swiftly identified, and the childminder plans activities to further support children. For example, she uses a sound bank with pre-recorded words such as 'mummy' and 'daddy' in both Italian and English to aid understanding and listening skills. n Partnerships with parents are strong. Parents value the daily handover, where they discuss their children's experience and progress in development. In addition, parents say that communication is 'great'. For example, parents are keen to continue children's learning at home by signing songs and doing the

p.2

need to do better?

actions the children have learned with the childminder. Furthermore, parents work with the childminder to provide key phrases and nursery rhymes in their home language to support children's learning and development. n The childminder is very committed to improving her understanding and knowledge of how children learn and how to keep them safe. She reads articles, watches webinars and undertakes specific courses in order to maximise her practice. For example, she has completed extra courses on food allergy

p.2

need to do better?

14 February 2023 awareness and introduced a strict policy on the setting being a nut-free zone. Additionally, information is shared with parents on nut-free packed lunches to reduce the risk of allergic reactions and to maximise children's safety and well- being. n The childminder enhances her curriculum with outings. For example, children enjoy trips to the allotment, where they meet their friends from another setting. They learn about nature and planting and explore different environments. Moreover, parents report that their children enjoy the allotment and have grown in confidence around other children and adults. As a result, children build on their knowledge of the world and improve their self-confidence. n Children demonstrate high levels of engagement as they play. They excitedly involve themselves in activities and actively explore. For example, children enjoy moving coloured rice from a large tray into a mixture of different-sized pots and

p.2

need to do better?

containers, using a range of tools. However, at times, the childminder introduces further resources, such as musical instruments, prematurely. This causes children to become disengaged and therefore does not enhance learning opportunities. n The childminder is self-evaluative. She is very aware of her strengths and areas for improvement, as well as those of her assistant. She has high expectations for her provision and strives to continuously improve. For instance, the childminder is keen to further develop her outdoor area to support her curriculum even further.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure understanding of safeguarding. Her training in child protection and first aid are up to date. As a result, the childminder is confident in recognising signs that may cause concern and the safeguarding procedures to follow to help keep children safe. The childminder supervises children diligently and teaches them how to keep safe, especially when they are eating. For example, when eating blueberries, the childminder models how to squash them flat to minimise the risk of choking. The premises are safe and secure. As a result, children's well-being and safety are a fundamental priority.

p.3

should:

n provide children with adequate time to explore resources before introducing more, to support their active learning.

p.3

Setting details

Unique reference number EY462659 Local authority Bury Inspection number 10265160 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 12 Number of children on roll 3 Date of previous inspection 25 May 2017

p.4

Information about this early years setting

The childminder registered in 2013 and lives in the Whitefield area of Bury, Greater Manchester. She operates from 8.30am to 5.30pm, on weekdays, excluding bank holidays and family holidays. The childminder sometimes works with an assistant, who is unqualified. The childminder provides funded early education for children aged three and four years old.

p.4

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 provider. n The childminder showed the inspector all areas used for childminding. n The inspector held discussions with the childminder and looked at relevant documents, including a first-aid certificate, at appropriate times during the inspection. n The inspector carried out a joint evaluation of an activity with the childminder. n The inspector looked at parents' testimonies that were provided to the childminder via email.

p.4

Inspection activities

14 February 2023 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.

p.4

Inspection activities

14 February 2023 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6