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

The childminder and her assistant provide children with a vibrant and welcoming play environment. They are loving towards children and provide them with hugs. The childminder and her assistant teach children well about managing their own feelings. Children recall stories that help them to identify different emotions, such as when they feel happy. Children have a strong sense of belonging and they behave well. They develop secure friendships and show genuine care towards others.

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The provision is good

The childminder and her assistant provide children with a well-designed curriculum. They think carefully about what children need to learn and in what order this should be done. Children show good levels of interest and engagement in their learning. Older children become fascinated while enacting the roles of princesses. They dress up in costumes and sing their favourite songs. Younger children pretend to make tea for the childminder. They play with cause-and-effect toys and enjoy building towers with wooden blocks.

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The provision is good

The childminder and her assistant support children's independence exceptionally well. They encourage children to take care of their belongings and their own personal needs. Children confidently wash their hands and help to tidy toys away. Children develop the necessary skills in readiness for their next steps in learning, including their eventual move on to school.

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need to do better?

n The childminder has a good understanding on the quality of her setting. She works well with her assistant to reflect on aspects of their practice that they can make better. For example, they have improved the layout of the playroom to make it more accessible to all children. This means that children can independently select toys and move more freely around the play environment. Self-evaluation is accurate and includes the views of parents and children. n The childminder and her assistant have designed an ambitious curriculum for children. They know children well and use this information to plan interesting activities. For example, children relish learning about different occupations, such as dentists and the emergency services. They enact roles of dentists and talk about the importance of good oral health. Furthermore, children learn about the local fire station and how fire engines assist in emergency situations. Children

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need to do better?

make good progress given their initial starting points. n The childminder has established a comprehensive training programme for herself. She uses what she learns from training to inform her professional practice. For example, training around child development has given her a better understanding of how children learn in different ways. The childminder has

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need to do better?

29 January 2024 effective systems in place to ensure that her assistant gets the relevant support and coaching during supervision sessions. However, the programme of professional development for the assistant is not as effective as it is for the childminder. n Care practices are good. The childminder and her assistant provide children with a secure settling-in process. They spend time getting to know children and support their emotional well-being effectively. Children are confident and self- assured individuals. The childminder and her assistant are first-aid trained and know how to respond to accidents and injuries. They are deployed well and supervise children with vigilance. n In the main, the childminder and her assistant support children's communication and language development effectively. They introduce children to new words and teach them letter sounds. However, the childminder does not give children

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need to do better?

enough time to think and respond to questions. This means that children's communication and language skills are not promoted as well as they could be. n Partnership working is a strength. Parents are kept informed of their children's care and learning. They receive regular newsletters and attend parent meetings. Links with other professionals and the local authority are robust. n The support in place for children with special educational needs and/or disabilities (SEND) is good. The childminder liaises with external professionals and makes timely referrals. This supports children with SEND in progressing well. n The childminder and her assistant teach children incredibly well about the world that they live in. They take children on many visits in the community. Children relish outings to the museum and park. They talk about what makes them unique, such as eye and skin colour. Children gain a good awareness of

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need to do better?

similarities and differences beyond their own experiences.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n strengthen the programme of professional development for the assistant, to help raise their practice to a higher level n give children more time to think and respond to questions, to support their communication and language skills further.

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Setting details

Unique reference number EY494992 Local authority Bury Inspection number 10305068 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 8 Date of previous inspection 9 February 2018

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Information about this early years setting

The childminder registered in 2015 and lives in Radcliffe, Manchester. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 4. She employs one permanent assistant on a full-time basis. 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 childminder and has taken that into account in his evaluation of the setting. n The childminder joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The inspector observed the interactions between the childminder, assistant and the children. n The childminder provided the inspector with a sample of key documentation on request. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n Children spoke to the inspector during the inspection. n The inspector took account of parents' views of the childminding provision.

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Inspection activities

29 January 2024 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

29 January 2024 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

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

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