Begum, Ruhama

Inspection date

Previous inspection date 10 May 2018 Not applicable

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 childminder provides a welcoming, friendly environment. She forms strong relationships with children. Children behave well and enjoy each other's company.  The childminder has a good understanding of her role and responsibilities, including, for example, when to notify Ofsted of significant events.  Parents are very happy with the care their children receive. The childminder shares information and support to help parents to continue children's learning at home.  The childminder observes and tracks children's development well. For example, her records clearly show how children are progressing and she successfully identifies their next steps in learning.  The quality of teaching is good. The childminder engages well with children and effectively promotes their communication and language skills.  The childminder provides settling-in sessions to help meet the needs of each child. This helps them grow in confidence and feel secure with the childminder.

p.1

It is not yet outstanding because:

 The childminder does not consistently support children's concentration during child- initiated play as effectively as she does in adult-led activities.  At times, the childminder does not give children enough time to think and respond to her questions.

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

 enhance the opportunities for children to develop their concentration further during child-initiated play  increase opportunities for children to think about how they want to respond when they are asked questions.

p.2

Inspection activities

 The inspector observed the quality of the childminder's interactions with children during activities and completed a joint evaluation of an activity.  The inspector spoke to the childminder throughout the inspection. She looked at relevant documentation and evidence of the suitability of persons living in the house.  The inspector viewed all areas of the childminder's home accessible to children and observed play opportunities.  The inspector spoke to parents during the inspection and took account of their views.

p.2

Effectiveness of the leadership and management is good

The childminder uses self-evaluation well. She successfully identifies areas for development and addresses these through additional training. For example, she has completed additional qualifications to effectively improve her observation, assessment and planning systems. The childminder uses her effective policies, procedures and risk assessments to guide her practice and to help keep children safe and support their health and well-being. The arrangements for safeguarding are effective. The childminder has a good understanding of the local safeguarding procedures and her responsibilities to protect children from abuse and neglect. She is aware of the duty to prevent children from being drawn into situations that may put them at risk of significant harm and how to report any concerns.

p.3

Quality of teaching, learning and assessment is good

The childminder gathers information from parents about what children are able to do when they first start. She uses their views as well as her own observations when assessing children's starting points. The childminder helps to develop young children's language and vocabulary. For example, she names the pictures in books and children make successful attempts at them repeating back. Children learn about colours and numbers. For example, the childminder helps them to identify the colours of the pegs and slide them along the line as they count. The childminder supports children to develop their social skills and learn about their local community. For instance, she takes children on local trips and visits to playgroups where they learn to play in larger groups.

p.3

Personal development, behaviour and welfare are good

The childminder helps children to feel welcome and settled in her home. New children quickly feel secure in her care and seek reassurance through cuddles and close interaction. The childminder adopts a positive approach to managing behaviour to help foster children's self-esteem. She praises children's efforts and achievements and supports them well as they learn to share and take turns. Children particularly enjoy playing outdoors. They practise their physical skills as they learn to push themselves around on ride-on toys and bounce balls. Young children begin to learn how to keep themselves safe as they help to tidy away toys so they do not trip as they 'go shopping'.

p.3

Outcomes for children are good

Children enjoy books and songs suitable for their stages in development. They explore both indoor and outdoor environments with confidence and make choices about what they want to play with. Children concentrate as they create different faces fitting puzzle pieces onto the board. They make good progress and develop the skills they need for the next stage in their learning.

p.3

Setting details

Unique reference number EY496643 Local authority Rochdale Inspection number 1041681 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 2 Total number of places 6 Number of children on roll 1

p.4

Name of registered person

Date of previous inspection Not applicable

p.4

Telephone number

The childminder registered in 2016. She lives in the Rochdale area of Greater Manchester. The childminder operates between 9am to 5pm, all year round, except for bank holidays and family holidays.

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