Childminder EY104347

Inspection date

Previous inspection date 26 September 2016 17 October 2012

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Children quickly form secure attachments with the childminder and her care practices effectively promote their physical and emotional well-being. The childminder praises children for their efforts and successes, contributing to their motivation to play and learn.  The childminder monitors children's progress in detail and works closely with parents from the outset to regularly exchange information about what their children know and can do. She provides practical ideas to help parents contribute to their children's good progress.  The childminder demonstrates good teaching skills and makes effective use of her observations and assessments of children's learning to help her decide what they need to learn next. She provides levels of challenge that are well-matched to children's needs, promoting good progress from their earliest attendances.  Partnerships with other settings that children attend are effective. The childminder

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This provision is good

exchanges information about children's progress to help promote continuity of their learning.  The childminder identifies her professional development needs effectively. She acts on these to build on the skills and knowledge gained from the childcare qualification she has achieved since the last inspection. This contributes to the continued good standards for children's well-being and learning.

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It is not yet outstanding because:

 The childminder does not demonstrate the highly effective teaching that contributes to children making exceptional progress in gaining self-help skills and independence.  The childminder does not reflect on her teaching in the meticulous detail that contributes to outstanding quality of provision.

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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

 focus teaching more precisely on ways to support children's development of self-help skills and greater independence  refine the precision with which teaching is reflected on and bring about continuous improvement in the quality of provision.

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Inspection activities

 The inspector viewed the areas of the premises used for childminding.  The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector completed an evaluation of teaching with the childminder.  The inspector looked at relevant documentation related to the provision for children's welfare and learning, along with evidence of checks on the suitability of those living on the premises.  The inspector and the childminder discussed how the childminder reflects on her practice in order to bring about continuous improvement.  The inspector looked at documents provided by parents to gain their views of the setting and spoke to children at appropriate times during the inspection.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a secure knowledge of the procedures for reporting any concerns she may have about children's welfare. She has all required policies and procedures in place to underpin effective safeguarding practice. The childminder reviews her practice and makes changes when she recognises where improvements can benefit children. For example, she reflects on which areas of the premises to use for childcare and which are only used by family members. The childminder also seeks the views of parents to help bring about continuous improvement in the quality of provision. Parents comment positively on the variety of activities and how quickly their children settle into the childminder's care.

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Quality of teaching, learning and assessment is good

Resources are accessible which helps children to make decisions about what to play with. The childminder makes effective use of children's ideas to help motivate them and facilitate their learning. Children are inspired to be creative by exploring collections of autumn leaves and they ask if they can use these to make collages. The childminder uses their interests to build their learning of numbers, colours and new words. She makes good use of opportunities to develop children's critical-thinking skills. For example, she hides cardboard tubes in the leaves and asks children to find figures of animals that will fit inside these. Children consider if figures are too big or the right size to fit in. The childminder teaches children new words and encourages them to recall previous learning to check their knowledge of words.

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Personal development, behaviour and welfare are good

Children are taught effective self-care routines. They wash their hands before eating and after playing outdoors. The childminder encourages children to remember to use good manners and praises them when they achieve this. Children are taught to respect the different needs of others and to take turns with resources. The childminder reminds them of the importance of sharing. She uses a range of strategies to help children successfully learn to manage their feelings and behaviour. The childminder distracts young children when others use resources they like, helping them to wait until it is their turn again. She provides daily opportunities for children to enjoy outdoor play and exercise, building this into the daily routine. Children learn about road safety as they walk to collect others from school. The childminder provides good opportunities for children to learn to take small, well-managed risks and develop their strength and coordination.

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Outcomes for children are good

Children are motivated to learn and explore. They settle rapidly in the childminder's care and quickly begin to make good progress towards gaining the skills needed to be ready for school. They learn to observe rules, including those for their own safety and that of others. Children learn the factors that underpin a balanced lifestyle and promote their good health. They work with others to share small tasks and learn the satisfaction to be gained from contributing their help. Children develop a positive awareness of diversity and learn to respect the similarities they share with others, as well as any differences.

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Setting details

Unique reference number EY104347 Local authority Rochdale Inspection number 1059618 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 10 Total number of places 6 Number of children on roll 8

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Name of registered person

Date of previous inspection 17 October 2012

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Telephone number

The childminder registered in 2002 and lives in the Heywood area of Rochdale, Greater Manchester. The childminder operates from 7.30am to 5.30pm, on weekdays all year round, excluding bank holidays and family holidays. The childminder holds a childcare qualification at level 3.

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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 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 .

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Telephone number

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

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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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