Childminder EY398961

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 offers an inviting environment that promotes children's current interests. Children are warmly welcomed by the caring childminder and settle quickly into play. They eagerly explore the available resources, playing alongside friends and interacting with adults. The childminder develops secure attachments with the children. She is sensitive to children's needs. For example, she offers comforting cuddles when they feel upset and gives positive praise to celebrate their achievements. This helps children to feel valued, build their self-confidence and develop a strong sense of emotional security. The childminder is a positive role model. She helps children to understand the key rules of the setting. Older children explain the key rules to younger children. For example, they talk about using 'kind hands' and walking indoors. Children behave well because the childminder has clear expectations of them.

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The provision is good

The childminder provides a curriculum that allows children to lead their own play and helps them to develop key skills in preparation for their next stage in learning. The childminder encourages children to develop their problem-solving skills. She offers consistent support. For example, when children struggle to release water from a tub, the childminder provides clear guidance on how to do it successfully. Additionally, she supports children to critically think about why the water may not be released. The childminder motivates children to keep trying. Children burst with pride when they have achieved the task. This approach promotes resilience and helps all children to make good progress in their development.

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need to do better?

n The childminder actively supports children's communication and language development. She encourages children to make connections between actions and language. For example, the childminder models how to 'poke' and 'squash' the jelly. Children repeat the word 'squash' as they manipulate objects through their fingers. In addition, the childminder weaves singing into every learning opportunity. These experiences help children to develop a love of rhymes and strengthen their language skills. n The childminder supports children's physical development well. Younger children develop their core strength as they crawl and pull themselves to a standing position. Sensory exploration allows children to practise using their small muscles. For example, older children practise turning tap nozzles and use tweezers and spoons to transfer jelly into bowls. These opportunities help children to build the strength, control and techniques needed for early writing.

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need to do better?

n The childminder implements a curriculum to support children's next steps in learning. However, the planning of the curriculum for the younger children is not yet as effective. For example, the learning opportunities provided are not always

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need to do better?

13 August 2025 tailored to support younger children's development. Although the activities build on older children's next steps in learning and engagement succinctly, younger children begin to lose focus. During these times, the learning of younger children is less well considered. n Children develop good hygiene practices and independence. The childminder gives children time to manage their own self-care tasks, such as washing their hands, brushing their teeth and pouring their water at snack time. In addition, the childminder provides opportunities for children to learn about healthy foods. Children join in with preparing and cooking their own nutritious meals. Children are developing good healthy habits and are learning to manage their self-care skills well. n The childminder provides a curriculum that supports children's emotional well- being. She teaches them about the language of feelings they experience, such

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need to do better?

as happy, sad and angry. Children explain they may feel angry if a toy is taken from them. Children are learning to understand their feelings and learning how to manage them well. n Partnerships with parents and carers are good. Parents value the support the childminder provides. For example, the childminder shares daily updates with parents about their child's progress. She offers guidance on topics such as toilet training to support children's development at home. This collaborative approach ensures consistency in children's learning and development. n The childminder adopts a reflective approach to her practice. She regularly reviews her setting, identifying ways to strengthen experiences for children. The childminder has completed mandatory training, such as safeguarding and paediatric first aid, to keep her knowledge up to date.

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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 implementation of the curriculum to support younger children and provide them with activities that are more precisely matched to their learning needs.

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Setting details

Unique reference number EY398961 Local authority Bury Inspection number 10398590 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 10 Date of previous inspection 31 October 2019

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Information about this early years setting

The childminder registered in 2009 and lives in Bolton. She operates all year round from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3. She works alongside an assistant, who also holds a childcare qualification at level 3. The childminder 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 their early years foundation stage curriculum. n Children spoke with the inspector during the inspection. n The childminder's assistant spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having 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

13 August 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 August 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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