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 creates an ambitious curriculum that supports children to learn about the world and how it works beyond her setting. She places a focus on children exploring places of interest, people and other living things. The childminder has close relationships with children. She knows them very well. Children feel confident to express their needs to the childminder. They ask when they need quiet time to rest. Younger children put their arms out for a hug and snuggle in closely. This helps them to regulate their emotions, behave well and feel happy, safe and secure.

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The provision is good

The childminder fosters a love of books. She makes reading a regular and enjoyable part of the day for children. She has created a book-rich environment where older children show visitors their favourite books and can talk about the characters and main events. The childminder supports children's literacy skills well. Older children recognise some letters from their name in text. Younger children point to the alphabet poster on the wall and sing alphabet songs spontaneously while they are eating their snacks. Children experience visits to museums and exhibitions which help them to learn about past and present and understand the science of their bodies. They go to an allotment and learn about the life cycles of frogs and plants. They learn to grow plants from seeds which helps them to begin to understand where their food comes from.

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need to do better?

n The childminder models very clear and precise speech, which supports children's vocabulary and developing language skills well. She makes a sustained effort to include all children in the conversations at their different language levels. The childminder uses screening tools to make accurate assessments and to identify any areas of children's speech and language that need targeted support. Children benefit from this knowledge and get the right support from the start. n The childminder organises her resources effectively, which encourages children to make choices about their play and learning. However, on occasions, the childminder does not ensure that changes in routine or transitions are as clear as they can be. For example, she does not embed tidy-up routines. This means that younger children do not consistently have a clear understanding of what is expected of them. As a result, they sometimes lose their focus and become

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need to do better?

distracted. n The childminder is very proactive in responding to concerns about children's development. She quickly builds a team around the child by contacting and sharing information with partner settings and other professionals, such as health visitors. This effective partnership working provides consistency for children and helps to accelerates their progress.

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need to do better?

27 March 2025 n The childminder uses everyday routines to help children to develop their sense of number. Children count their pieces of fruit as they put them in the bowl. Older children extend their thinking with number card games and games involving shapes and measures. This helps to prepare children as they approach more advanced mathematics concepts in the next stage of their education. n Parents and carers value the childminder's warm and welcoming home environment and the strong communication. The childminder extends children's learning to include tasks at home. These are often linked to children's next steps in learning or identified gaps in their skills, such as cutting with scissors. This focus on home learning supports children to acquire new skills very effectively. n The childminder knows children well. She knows what they can do now and what they need to do next. She offers them opportunities to extend their

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need to do better?

learning. However, sometimes, these are overly adult-led and directed. Younger children do not always have time to explore independently. As a result, children lose interest and become less engaged in their learning. n The childminder encourages children to adopt healthy lifestyles. She offers home-cooked and nutritious meals and snacks, which children say they really enjoy. Children have access to drinking water and get plenty of fresh air and physical play every day. Children follow consistent hygiene and care routines, such as washing their hands before eating and after nappy changes.

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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 embed routines consistently so that younger children are well supported to understand what is expected of them at transition times n provide younger children with more consistent opportunities to pursue their own interests in independent play and exploration.

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Setting details

Unique reference number EY476235 Local authority Bury Inspection number 10376063 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 4 Date of previous inspection 15 May 2019

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Information about this early years setting

The childminder registered in 2014 and lives in Prestwich, 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 appropriate qualification at level 3. She provides government funded childcare.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for the curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector observed the interactions between the childminder and children. n The inspector took account of parents' views. n The inspector and the childminder carried out a joint observation.

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Inspection activities

27 March 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

27 March 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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