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 has focused her curriculum on allowing children to lead their own play. In addition, she has created a homely environment for children to develop a sense of pride and belonging. For example, older children burst with excitement as they mix vinegar and cornflour together. They eagerly watch their 'potion' explode and share this with the childminder. The childminder gives plenty of praise to acknowledge children's achievements. This positively supports children's well-being. Children are developing self-confidence and positive attitudes to learning. The childminder has developed secure relationships with the children. Children benefit from her kind and nurturing attitude. They seek the childminder out for a cuddle when they are feeling sad. When they are ready, they happily return to their play. Children feel safe and secure in the childminder's care.

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The provision is good

The childminder is a good role model and sets high expectations for children. Children demonstrate positive behaviour towards each other and the environment. For instance, they listen to the childminder and follow her instructions when it is time to tidy up. In addition, they take turns with the resources and share ideas during play. For example, younger children seek support from the older children when they are unsure on how to build with the magnets. The older children take their time to show the younger children how to fix the pieces together. The childminder emphasises their motto by saying 'teamwork' and children respond with big smiles 'makes the dream work'. This boosts children's self-esteem and they play cooperatively together.

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need to do better?

n The childminder provides a child-centred curriculum. Children are developing skills to lead their own play and learning. For example, in the garden, children smile as they make marks with the cars in the sand. However, there are some inconsistencies in how the childminder sequences her curriculum. On some occasions, the childminder does not always plan learning experiences which build on what children know and can do. During these times, children lose focus in their learning and become distracted. n The childminder supports children to understand the behaviour boundaries within the setting. She uses effective explanations to help children to resolve conflicts. For example, the childminder will engage children in discussions about how they feel. Children show how they can work together to resolve the problem. This helps to support children's emotional literacy development. n The childminder is self-reflective and passionate about providing good-quality

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need to do better?

care for children. She has researched ideas and completed mandatory training, such as paediatric first aid. Additionally, she has liaised with other childminders in her community to share practice. This has informed the childminder's new

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need to do better?

6 June 2024 policies and procedures, which help to keep children safe. n The childminder encourages children to foster a love for numbers and counting. For instance, while children wait for snack, they count how many children are sat at the table. The childminder further questions 'If we add one more, how many would we have then?' She encourages children to count, add and subtract. Older children use their fingers to add one more and say 'four'. As a result, children's early mathematics skills are supported well. They demonstrate good problem-solving skills. n The childminder builds strong partnerships with parents and educational settings that children attend. She shares regular assessments, including the progress check at age two, with the parents and other settings. This helps to maintain continuity in children's learning and development. Additionally, she provides regular newsletters to inform parents of what their child will be learning. This

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need to do better?

keeps parents up to date with their child's progress. n Children benefit from opportunities to develop their communication and language skills. The childminder carefully selects language to support children's growing vocabulary. For instance, children explain how 'electricity' works in their play dough model. They discuss the different sources of power, such as batteries and electricity wheels. Furthermore, the childminder asks questions to further their thinking. This supports children to develop their critical thinking skills. Children show good progress with their language development. n The childminder uses additional funding well. She is aware of the importance of children learning about the world around them. Therefore, she has prioritised this in her curriculum. Children benefit from a variety of trips and educational experiences, such as to the airport. In addition, they learn about similarities and

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need to do better?

differences and what makes them unique. These opportunities help children to prepare for life in modern Britain.

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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 enhance the sequencing of the curriculum to further build on what children know and can do, and support them to maintain focus.

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Setting details

Unique reference number EY552692 Local authority Bury Inspection number 10339392 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 7 Date of previous inspection 17 July 2018

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Information about this early years setting

The childminder registered in 2017 and lives in Bury. The childminder operates all year round, from 8.15am to 5.15pm on Monday to Thursday, except for bank holidays and family holidays. She holds qualified teacher status. 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 provider. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children spoke to the inspector about what they enjoy doing while with the childminder. 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 inspector observed the interactions between the childminder and children.

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Inspection activities

6 June 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

6 June 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

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