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 Met

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The provision is good

All children are confident and happy in this safe and welcoming setting. They make good progress in their learning. Children form close bonds with the kind and caring childminder, who takes time to get to know each child well. Children demonstrate their secure attachments. For example, they climb onto the childminder's knee for cuddles, giggling to see if they can all fit on together. Children are delighted as the childminder scoops them into one big hug. The childminder has clear and consistent expectations for children's behaviour. Children demonstrate that they understand these. For example, all children consistently use good manners. During their play, children remind each other to share and pass each other resources. When engaged in activities with the childminder, children generally play well together.

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The provision is good

The childminder has a clear intent for children to learn through their own play and investigations. She offers resources to support children to make progress across all areas of learning. For example,the childminder focuses on younger children building their communication and social skills, while supporting pre-school children to concentrate on their knowledge of number and colours. All children learn skills of independence in readiness for their eventual move on to school. The childminder encourages children to share traditional tales or talk about their family traditions. This helps children to develop their own identify and learn about cultures beyond their own.

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need to do better?

n The childminder uses children's current interests to support their engagement in activities. For example, she adds dinosaurs to activities that some children might not otherwise use. Children engage and concentrate well during activities. This helps children to access learning and develop skills in activities that they might not otherwise choose to engage with. n Children generally respond well to the consistent daily routine. They follow instructions when the childminder talks about the next stage in their day. For example, they know where to sit for group times or for snack. However, occasionally, the childminder does not consider how to engage children in their learning during routine activities. For example, when she is preparing the next activity or is completing care tasks, children start to fidget, jump around and sometimes bump into their friends. n The childminder is calm and demonstrates kind and caring behaviour. Children

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need to do better?

are quick to copy this. For example, when children notice that their friends look sad, they go to them saying, 'I think you might need a hug'. Children show kind and caring behaviour. They develop friendships. n The childminder has hygiene routines in place, which children generally follow.

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need to do better?

12 February 2025 For example, she helps children to blow their nose and then washes her hands. However, some hygiene routines are less consistent. For example, the childminder does not consistently remind children to wash their hands before eating. On these occasions, this does not support children to develop their understanding of good hygiene habits. n The childminder uses her observations to plan appropriate next steps in learning for children. She shares these with parents, along with ideas to continue their children's learning at home. In addition, the childminder is skilful in noting when to extend children's learning. For example, when children are proficient in counting to four, she demonstrates counting beyond this number. n Children develop their physical skills. They talk enthusiastically as they recall their adventures at the park. Children say they like to run and jump, and talk about climbing trees and balancing on logs. These experiences support children's

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need to do better?

development of their large muscles. n The childminder supports children's language. She encourages two-way conversations. Where children have less language, she follows their cues, such as letting them take her hand to show what they want, then verbalising this for them. In addition, the childminder shows a genuine interest in children's conversations, using questions to extend their discussions. n The childminder is quick to observe any gaps in children's learning. She plans effective interventions and where necessary, engages the support of specialists, for example speech and language therapists. The childminder provides early intervention that helps to support children's good progress. n The childminder develops strong partnerships with parents and carers. Parents comment on the support and advice they receive, such as around potty training and school readiness. The childminder also works with any settings that children

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need to do better?

also attend. These partnerships help children to benefit from consistent approaches to their learning.

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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 daily routine, to support children to maintain their good behaviour and engagement at all times n develop children's understanding of good hygiene habits more consistently.

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Setting details

Unique reference number EY271861 Local authority Bury Inspection number 10368593 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 5 Date of previous inspection 27 March 2019

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Information about this early years setting

The childminder registered in 2003 and lives in Prestwich, Manchester. She operates all year round, from 7.30am to 6.30pm, Monday to Saturdays, with the exception of Christmas and family holidays. The childminder provides government funded childcare.

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Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum is implemented and the impact on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

12 February 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

12 February 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

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

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