Childminder in Rochdale

Inspection date

Previous inspection date 18 May 2016 21 February 2012

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The quality of teaching is consistently high. The well-qualified childminder is confident in her teaching and skilfully interacts with children during activities. This helps children to become motivated learners who make good progress in their development.  Children are happy and settled with the childminder. They form secure attachments and positive relationships, which effectively promotes their emotional well-being.  The childminder successfully implements of a range of policies and procedures and assesses risks in the environment. This helps to keep children safe.  The childminder supports children to share the toys and take turns. She regularly praises the children to reinforce their positive actions, which fosters their self-esteem. The childminder effectively encourages good manners and children learn to behave well.  The childminder collects detailed information from parents about children's particular

p.1

This provision is good

interests and their stages of development during the settling-in period. This enables her to plan appropriate activities which meet children's individual needs.

p.1

It is not yet outstanding because:

 The childminder's professional development is not rigorous enough to enhance the good quality care and learning provided, so that children make the best possible progress.  Although self-evaluation is in place, the childminder does not effectively include the views of parents to improve the quality of provision.  The childminder has not explored different methods to help support parents to extend their children's learning at home.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 establish an effective and ongoing programme of professional development to strengthen the quality of the provision even further  include and act upon the views of parents more effectively in the setting's evaluation process  explore more ways to share information with parents to help them further support their children's learning at home.

p.2

Inspection activities

 The inspector viewed areas of the childminder's home used for childminding.  The inspector spoke to the childminder and children at appropriate times throughout the inspection.  The inspector looked at policies, children's personal learning profiles and a range of other documentation, including evidence of qualifications and suitability of household members.  The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector discussed self-evaluation and how the views of parents and children are included to drive improvement.  The inspector took into account the written views of parents.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has attended safeguarding training and knows the procedure to follow if she has concerns about a child. She has a good understanding of working in partnership with other professionals or external agencies. The childminder attends local groups with children and has regular contact with other childminders in the local area, which enables her to share ideas and discuss best practice. She reviews her provision to help her identify and make improvements that have a positive impact on children's learning and outcomes.

p.3

Quality of teaching, learning and assessment is good

The childminder participates well in children's play, joining in with their activities and allowing children to take the lead. Communication and language development is supported well as the childminder consistently talks and listens to the children. She repeats words to help young children make connections between spoken language and objects of play. The childminder makes good use of questions to promote children's thinking skills. She uses varied opportunities to successfully support children's mathematical skills. For example, use of appropriate language helps to improve children's awareness of size and measure as they explore a creative activity. The children are developing their early reading skills as the childminder engages them in stories. There is a close and caring interaction with children during story time, which contributes towards children feeling confident and happy. The childminder completes observations and assessments of the children and effectively

p.3

Quality of teaching, learning and assessment is good

evaluates and monitors individual progress. She uses this information to develop future planning and identify the children's next steps in learning.

p.3

Personal development, behaviour and welfare are good

The childminder provides a welcoming environment where children feel settled and secure. A good range of activities and experiences are available to stimulate and challenge children, which help to promote their learning and development well. The childminder encourages children to tidy up some of their toys. This helps them to understand about keeping the environment safe. Children enjoy a range of outings that further complement their learning. For example, they regularly visit local playgroups and parks. These outings successfully promote children's understanding of the world and their physical development. Children take part in a varied range of festivals throughout the year, which helps them to recognise and value differences in themselves and others. The childminder promotes children's growing independence. For example, she encourages children to try solving problems for themselves, before she gives them assistance. Children learn about

p.3

Personal development, behaviour and welfare are good

keeping healthy through daily routines, such as washing their hands before they eat.

p.3

Outcomes for children are good

Children demonstrate a sense of belonging, as they eagerly explore resources available. They are becoming increasingly motivated in organising their play. Children develop their confidence and the key skills needed for the next stage in their learning at nursery or school.

p.3

Setting details

Unique reference number 316072 Local authority Rochdale Inspection number 847693 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 6

p.4

Name of registered person

Date of previous inspection 21 February 2012

p.4

Telephone number

The childminder was registered in 1990 and lives in the Firgrove area of Rochdale. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

p.4

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.

p.4

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.

p.4

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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

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

p.5