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 extremely happy and confident when they arrive at the childminder's home. They independently access the toys they enjoy and are learning to value their peer's feelings. Children are supported positively by the childminder to share and take turns with their friends. The childminder knows children well and chooses resources she knows will build on prior learning and individual interests. This helps children engage in play and practise most skills they already know. For example, children enjoy threading cereal onto pipe cleaners and spend time emptying and filling containers. The childminder encourages children to persevere with tasks. Children approach this with positivity and are proud when they achieve.

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The provision is good

Children have a love for books and rhymes. The childminder reads with enthusiasm to help draw children into the stories. Children choose their own books and use props, such as animals, to continue their involvement and learning of the story. Additionally, children enjoy singing and dancing. They jump around like frogs and play 'sleeping bunnies' together. This helps their physical development as well as learning how to play games with other children.

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need to do better?

n The childminder consistently talks to children to help expose them to a wide range of conversation skills and vocabulary. However, she does not always give children time to respond using their own words or give them opportunities to practise their speaking during play. This said, young children are confident and repeat words when prompted. For example, they say 'bubble' when they blow bubbles with the childminder. n Children spend time concentrating on an activity they enjoy. Occasionally, there are vast choices of toys and places for children to play. This leads to some children flitting between tasks and becoming distracted with other resources. The childminder does not consistently recognise how to help children focus on the activities they are engrossed with in order to maximise learning. n The childminder takes children on adventures out of her home linked to themes that children are showing an interest in. For example, they visit farms,

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need to do better?

aquariums, museums and outdoor playgroups. This helps continue children's learning out of the setting as well as expanding their awareness of the world around them. n Parents are fully aware of what their children are learning with the childminder. They know how to continue children's development at home and how to share information with the childminder about their progress and well-being. This helps children make steady progress, both at home and with the childminder. Parents comment on how their children have gained confidence since attending the setting.

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need to do better?

13 January 2025 n The childminder has a good understanding of the seven areas of learning and plans activities to promote these in her setting. She often implements mathematical skills with children. For example, she encourages children to weigh pine cones and cereal. Additionally, she helps children recognise shapes and gives them opportunities to sort them. n The childminder regularly completes training to help her develop her knowledge and keep her skills up to date. She uses this new information to inform her teaching and planning for the setting, maintaining a good quality of education. Additionally, she shares some of this with parents to help them embed ideas at home and continue children's learning. n Children enjoy eating meals together and have a chance to prepare some of their own food. They chop bananas and pour water into their cups. The childminder reads to the children and shows them picture cards as they discuss

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need to do better?

how to keep their bodies healthy. Children independently wash their hands and help to tidy up.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

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should:

n explore further ways to support children's speaking skills, allowing them greater opportunities to practise the new words they learn n recognise all children's style of learning during play and adapt resources and teaching that help children remain focused.

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Setting details

Unique reference number EY290760 Local authority Bury Inspection number 10363988 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 18 January 2019

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Information about this early years setting

The childminder registered in 2004 and lives in Bury, Greater Manchester. She operates all year round from 7.45am until 4.45pm, Monday to Friday, except for bank holidays and family holidays. The childminder has a level 3 childcare qualification. She provides government funded childcare places.

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Inspection activities

n The inspector reviewed relevant records, including suitability checks for all persons living in the childminder's home. n The inspector spoke to the children and the childminder at appropriate times throughout the inspection. n The childminder and the inspector held a discussion to help the inspector understand how the early years foundation stage curriculum is organised. n The inspector took account of parents' views through written references and verbal discussions. n The inspector observed the quality of teaching during activities and assessed the impact this had on children's learning. n The childminder and the inspector carried out a joint observation and evaluated the impact this had on children's learning.

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Inspection activities

13 January 2025 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

13 January 2025 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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