Childminder in Rochdale

Inspection date

Previous inspection date 12 June 2015 16 January 2011

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The childminder is well qualified and understands how children learn. As a result of her effective teaching, all children make good progress in their development.  Strong, effective partnerships with parents support complementary care and learning opportunities for children. Consequently, their well-being and individual development are well promoted through a consistent approach.  The childminder provides a stimulating indoor learning environment. She also makes good use of her garden to enable children to play and learn in different ways.  The childminder is a positive role model and has high expectations. Children share strong, supportive relationships with her, which gives them a sense of belonging. As a result, they are happy and emotionally secure.  Effective safeguarding procedures support children's welfare. This is because the childminder has a good understanding of how to protect them from potential harm.

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It is not yet outstanding because:

 The childminder does not fully support the youngest children in making independent choices about what they play with.  The childminder does not provide extensive opportunities for children to develop their self-care skills.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 develop the organisation of resources to further enable babies and young children to express and follow their own preferences and interests, by organising resources to aid their independent access  develop further opportunities for children to increase their independence and self-care skills in the bathroom, for example, by providing a small step, so that they can reach the taps of the sink unaided.

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Inspection activities

 The inspector carried out a tour of the premises used for childminding purposes.  The inspector observed the childminder interacting with children and held discussions with her throughout the inspection.  The inspector looked at a selection of documentation, including, observations and assessments of children's learning, risk assessments, safeguarding procedures, training records, self-evaluation questionnaires and children's records.  The inspector considered suitability checks carried out for all adults within the home.  The inspector took into account the parents' written views from children's development reports and questionnaires.

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who attend. This is good

The childminder uses accurate assessments of children's learning to plan effective next steps for individual development. She provides a wide range of activities that follow their interests and include sufficient challenge. Children are excited as they explore the garden, hunting for hidden toy animals. The childminder encourages them to count and use positional language, promoting their mathematical development. Consequently, children talk about animals being under and behind items, as they describe where they found them. The childminder values home learning and is skilled at encouraging children's curiosity, in partnership with parents. For example, they share the care of sunflowers that children are nurturing. This enables them to jointly promote children's learning, as they measure the flower's growth. The childminder enhances their language development, ensuring they have time to verbalise their own thoughts. Children enjoy the responsibility

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who attend. This is good

of helping to care for pet guinea pigs. Babies explore natural materials as they investigate the stimulating garden. Children are developing effective skills to support future learning.

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good

Effective settling-in arrangements provide continuity for children, supporting their well- being. The childminder respects home routines which helps children to settle. She uses encouragement and praise to boost their self-esteem. This gives children personal confidence to make choices about their play. However, the bulk of the indoor resources are stored in boxes and on shelving. Consequently, the very youngest children are less able to access them independently, and follow their own preferences and interests. Positive behaviour is well fostered and children help with the daily routines, such as setting the table for meals. They wash their hands before meals, promoting their good health. However, young children are unable to reach the taps to do this independently. The childminder holds a current first-aid qualification, which supports children's welfare. Daily outdoor exercise enhances their physical development, and climbing up the ladder of

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good

the slide provides acceptable risk. Trips to toddler groups promote children's social skills.

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provision is good

The childminder has a secure understanding of the learning and development requirements. She holds a level 3 qualification, and uses her knowledge of child development to provide stimulating activities to enhance children's learning. The childminder tracks children's individual development. She shares the information well with parents, so they are fully aware of whether their children's learning is appropriate. The childminder knows how to seek early intervention, if required to further support individual development. Children's safety is well supported by effective risk assessments. The childminder demonstrates a desire to continuously improve her provision. She gathers the views of parents from regular discussion and questionnaires. Future development plans are meaningful and realistic, focusing on enhancing children's learning. Parents' comments are very positive regarding the quality of the childminder's provision.

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Setting details

Unique reference number EY414201 Local authority Rochdale Inspection number 851502 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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Name of provider

Date of previous inspection 16 January 2011

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Telephone number

The childminder was registered in 2010 and has a relevant level 3 qualification. She lives in the Heywood area of Rochdale. The childminder operates all year round from 7.45am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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