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 feel at home in the warm and nurturing environment the childminder creates. This significantly enhances children's overall well-being. The childminder and any assistants she works with work hard to develop positive relationships with all children. This helps children to feel valued and included. For example, children choose what they would like to play with next from a variety of options. This approach empowers children and gives them a sense of ownership.

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The provision is good

Children demonstrate confidence and independence. They are eager learners who enjoy participating in activities. Children help to prepare activities and tidy them away once finished. They speak animatedly with the childminder and give her information about what they are doing and what comes next in their day. This is supported by consistent routines in the setting to help children to identify the different elements of the day.

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The provision is good

The childminder plans a strong curriculum for children based on their interests and what they can already do. She identifies activities to extend their learning and move their progress forward. For example, children learn about different animals and creatures in the world. The childminder extends children's learning by introducing a different range of animals to expand children's knowledge and vocabulary. This helps children to secure their understanding and to learn about endangered animals and those that are extinct.

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need to do better?

n The childminder has developed a curriculum that focuses on interesting topics and children's interests. The curriculum includes regular opportunities for children to work on their next steps in development. These have been identified by the childminder through the regular observations and assessments of children's progress. However, the childminder does not consistently adapt focused activities to take account of what individual children need to learn next. For example, she does not always consider how activities can support all children's identified next steps in learning. This means that children lose interest in activities on occasion, which has an impact on their ongoing learning. n The childminder demonstrates a good understanding of children's progress. She knows each child's individual development securely and where they need additional support or help. The childminder works closely with other

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need to do better?

professionals and parents and carers to provide additional support where required. This helps children to make continuous progress in their learning and development. n Children have ample opportunities to develop their understanding of the world they live in. They excitedly help to relocate cocoons while learning about how to

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need to do better?

25 June 2025 care for them. Children talk about the caterpillars inside them and how they will emerge as butterflies. In addition, the childminder helps children to learn about the wider community by exploring their local area. Children also learn about equality and diversity as they learn about individuals' similarities and differences. n The childminder helps children to develop their mathematical skills from an early age. Younger children enjoy learning colours and numbers, while older children learn about shape, size and volume. For example, as children experiment with different-sized ice cubes, the childminder teaches them about texture and temperature. n Parents are happy with the service provided by the childminder and are complimentary about the activities and outings she provides for their children. They value her flexible and understanding approach to their children and the positive impact she has on them as a role model. Parents comment about the

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need to do better?

ongoing support she gives them to help their children's ongoing learning at home. This has a positive impact on children's ongoing development. n Children behave well. They learn about their feelings and emotions and the impact these have on themselves and others. The childminder supports children to learn about appropriate behaviour and the importance of being kind and respectful to others. Children's understanding is secure through the childminder's consistent approach to positive behaviour. n The childminder regularly reviews and reflects on her provision and the quality of education she provides for children. She monitors any assistants she works with. Together, they create robust action plans to support future development of their own practice and that of the setting. For example, the childminder identifies training that will help them to provide high-quality education, such as supporting children's communication and language development.

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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 plan activities more precisely to take account of what individual children need to learn next.

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Setting details

Unique reference number EY543252 Local authority Bury Inspection number 10388721 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 12 Number of children on roll 12 Date of previous inspection 24 July 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Prestwich, Bury. She operates during term time, from 9am to 3pm on Monday to Thursday, and from 9am to 12.30pm on Friday. The childminder works with an assistant. She holds a childcare qualification at level 3 and provides government-funded childcare.

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Inspection activities

n The childminder discussed how she organises her early years provision, including how she plans for the curriculum. n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector observed the interactions between the childminder, her assistant and the children. The childminder and the inspector carried out a joint observation together. 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

25 June 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

25 June 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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