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 Not applicable

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The provision is good

The childminder provides a warm and nurturing environment where children feel safe and secure. She supports children's emotional well-being to a high level. The childminder praises children for their efforts and helps them to develop a positive sense of self. For example, children beam with pride as they receive praise for using new words. The childminder uses well-embedded daily routines to help children to understand what is expected of them. Children show care and respect for each other. They learn to share and take turns from an early age. Children's behaviour is good.

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The provision is good

The childminder has high expectations for all children. She creates a broad and balanced curriculum to ensure that children build on their skills successfully. Children become increasingly independent, gradually putting on their own shoes and coats for going outside. The childminder knows children well and uses her good knowledge of their interests to plan exciting activities.

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The provision is good

Outdoor play and daily fresh air are important to the childminder. Children develop good physical skills, such as when they use the climbing frame. The childminder plans regular outings to a wide variety of venues to encourage children's curiosity and development. She supports children to develop their social skills. For example, the childminder takes children to regularly meet up with other childminders and visit places, such as the park, library and music sessions.

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need to do better?

n The childminder is skilful at supporting children's behaviour and emotional development. Children learn to understand their emotions. As children play, the childminder talks about different feelings. This helps children to understand different emotions and supports them to behave well. Children demonstrate kindness and have good turn-taking skills. n Children's early mathematical knowledge is supported well by the childminder. The childminder consistently uses mathematical language alongside children's play and learning. For example, children learn about comparing sizes, recognising patterns and adding 'one more'. This helps to develop children's positive attitude to, and interest in, early mathematics. n The childminder widens children's understanding of the world around them. Children take great pleasure in planting seeds to grow sunflowers. They observe bees and other insects as they land in the garden. The childminder supports

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need to do better?

children to recognise the different parts of the plant. This helps children to engage with nature and learn about the natural world around them. n The childminder encourages children to be independent. This enables children to fully prepare for their next stage in learning. For example, younger children are

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need to do better?

28 May 2025 becoming confident in using children's knives as they cut their fruit in preparation for snack. The childminder supports children to know how to keep themselves and others safe when using the knife. As such, children develop increasing independence skills for their age. n The childminder regularly monitors children's progress closely. She shares information from her assessments about children's learning and development with their parents and carers. For instance, she sends hints and tips for parents to extend their children's learning at home. However, during adult-led activities, the childminder does not allow enough time for children to respond to questions. Therefore, she does not consistently check children's knowledge to strengthen and embed their understanding. n The childminder supports children to develop good hygiene routines, such as washing their hands before mealtimes. She reminds children to have drinks

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need to do better?

regularly to stay hydrated. Children are aware of their own dietary needs. The childminder leads conversations about making healthy and unhealthy choices. This helps children to develop healthy habits. n The childminder talks to children about the importance of cleaning their teeth. She provides children with a dentist's role-play set to use in their play and talks to children about their visits to a dentist. This contributes to supporting children's imaginative play and understanding of oral health. n The childminder works alongside her co-childminder and other professionals to reflect on training opportunities that specifically focus on supporting children's learning further. For example, she has used recent communication and language training effectively to develop her skills to support children's language skills further. This helps the childminder to remain up to date and her knowledge and skills to continue to develop positively over time.

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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 give children more time to respond to questions to check their understanding and embed their knowledge of new concepts and experiences.

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Setting details

Unique reference number 2713941 Local authority Bury Inspection number 10388251 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 Not applicable

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Information about this early years setting

The childminder registered in 2022 and lives in Manchester. She works alongside her husband, who is also a registered childminder. They operate all year round, from 7am to 5pm, Monday to Thursday, except for family holidays. The childminder offers government funded places for 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 completed a learning walk together to discuss the childminder's intentions for children's learning. n The childminder and her co-childminder spoke to the inspector during the inspection at convenient times. n The inspector and the childminder carried out a joint observation. n The inspector spoke with parents to gather their views.

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Inspection activities

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

28 May 2025 28 May 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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