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 when they arrive in the childminder's home. They know where to hang their coats up and how to change their shoes for slippers. Children confidently interact with each other and the childminder. They hold lengthy conversations and recall prior learning with ease. Children are given lots of opportunities to develop their thinking skills and solve problems. For example, they use a number line in the garden to work out who is taller and predict who is going to be the tallest. This helps to develop children's mathematical awareness. Additionally, children enjoy working out how many cars they need to match the number written on a board. Children spend time counting and comparing quantities. Children's concentration skills are increasing as the childminder helps prepare them for their move on to pre-school.

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The provision is good

Children know how to follow routines during the day such as tidying up and getting ready for lunch. They behave well and know what the childminder expects from them. She offers them praise when they follow instructions and achieve new goals. Children ask each other if they can 'have a turn please' and say 'thank you' when they are given a toy. They show respect and value each other. As a result, the environment remains calm and the children can learn and explore effortlessly.

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need to do better?

n The childminder helps children build their knowledge through her planned activities. Children use binoculars they have made to spot the birds in the garden that they have been watching. The childminder encourages children to recall the names of the birds they can see, which they remember from previous occasions. Children go on to make bird feeders, so they can attract new birds to the garden. n Although the childminder uses effective skills to extend and challenge children, she occasionally interrupts or over directs their play. For example, she closes the water tray when children are enjoying it and does not swiftly recognise when children are no longer interested in a threading activity. However, in the main, children engage well with the resources and experiences on offer. They continue to make good progress. n Children enjoy accessing the garden where they develop their physical skills and strength. They ride cars and bicycles and learn to negotiate space. Additionally,

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need to do better?

children use paintbrushes and water to make marks and develop the small muscles in their hands. This helps support early writing development. n Parents comment on the good quality care their children receive and are happy their children have made progress while being in the childminder's care. However, not all parents are fully involved or know how to continue their children's learning at home to help close any gaps in their children's learning

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need to do better?

6 June 2023 even faster. However, parents have a good insight into the activities their children have engaged in while in the care of the childminder. n The childminder reflects on her own practice well and identifies areas of training she knows will help increase her skills and knowledge. This helps her meet children's needs, especially those who may have more complex requirements. The childminder ensures that her paediatric first-aid qualification is up to date, in order for her to support children who have accidents or injuries. n Children have lots of opportunities to mix with others at toddler groups and while on outings with other childminders and children. This helps children negotiate a range of social situations and begin to recognise the unique differences people may have. Furthermore, children develop an awareness of cultural traditions and diversity amongst their peers. Children are preparing for

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need to do better?

life in modern Britain. n The childminder assesses children from the start and uses the information gathered to inform her planning and children's next steps in learning. Additionally, she shares assessments with other settings when children move on in their education. This helps all professionals involved with children to have a clear picture of children's development, in order for them to continue to make progress and thrive in their lives.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps her home free from risk and is conscious of monitoring children's safety when they are in her care. She knows how to recognise signs and symptoms that may suggest abuse and neglect. The childminder knows how to refer any concerns she may have to the relevant authorities. She regularly attends safeguarding training. This helps her to keep up to date with a range of risks that children may be exposed to, including radicalisation and online safety. The childminder helps children play safely in the outdoor area to prevent accidents. She knows that children who have sickness or infection need to be away from the setting for the required times to prevent other children becoming unwell.

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should:

n recognise when to adapt teaching and activities to meet all children's emerging needs, choices and interests n strengthen partnerships with parents and help them to contribute effectively to children's individual learning at home.

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Setting details

Unique reference number 316580 Local authority Bury Inspection number 10285719 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 3 Date of previous inspection 16 October 2017

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Information about this early years setting

The childminder registered in 1988. She operates all year round, from 8.30am to 5.30pm, Monday to Thursday, and from 8.30am to 4.30pm on Friday, except for bank holidays and family holidays. She 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 provider. n The childminder spoke to the inspector about her intentions for children's learning during the learning walk. 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 Parents shared their views of the childminder with the inspector. n The childminder provided the inspector with a sample of key documentation on request. n The inspector spoke with children during the inspection and took account of their views about what they like to do in the setting.

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Inspection activities

6 June 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.

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Inspection activities

6 June 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.

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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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