Childminder EY445321

Inspection date 19 September 2018 Previous inspection date 11 March 2016

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n Partnership working is exceptional. The childminder exchanges very detailed written and verbal information with parents and other professionals, relating to children's progress and experiences. This promotes seamless care and learning. The local authority recently accredited the childminder with a 'passion for parents' award in recognition of her excellent practice when working with parents and families. n The childminder prepares a range of purposeful activities, tailored to support learning for each child in her care. She makes accurate and regular observations of children's achievements and monitors progress to understand what children need to learn next. The childminder and her assistants are well informed and knowledgeable to support children's good progress. n The childminder and her assistants employ good teaching techniques to help to support children's fabulous communication, thinking and language skills. They use animated

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The provision is good

questioning, ongoing narration and introduce new words during play. All children, including the youngest children, become confident communicators. n Children's achievements and efforts are celebrated in a variety of delightful ways. For instance, regular genuine praise is given and children's artwork is beautifully displayed in a bright and inviting manner. This contributes to children's positive self-esteem and sense of self-worth.

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It is not yet outstanding because:

n The childminder does not make the most of opportunities to reflect and observe her assistants day-to-day practice and share ideas, to help to raise the quality of teaching even higher. n The childminder and assistants understand the importance of hygiene procedures and overall, they create a clean environment for children to access. However, at times, hand washing routines are not effectively organised to help children learn that hygiene practices contribute to their good health and wellbeing.

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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

n strengthen current self-reflection and monitoring systems even further and enhance assistant's knowledge and skills to extend the quality of teaching to an outstanding level n review hand washing procedures and help children understand that good hygiene routines contribute to their good all-round health and wellbeing.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities and assessed the impact this had on children's learning and development. n The inspector conducted a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with childminder and her assistants, at appropriate times during inspection. She looked at documentation including evidence of the suitability of persons living in the household and working at the setting. n The inspector spoke with the children during the inspection n The inspector considered the views of parents.

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Effectiveness of leadership and management is good

Arrangements for safeguarding are effective. The childminder and her assistants have clear knowledge of appropriate actions to take to identify and escalate safeguarding concerns, if these arise. This helps to promote children's welfare. Recruitment procedures are good and help to promote a safe environment for children. New assistants undergo interviews and the childminder swiftly seeks references, identity checks and suitability checks. Furthermore, a detailed induction procedure is completed at the outset of employment to ensure new assistants are fully informed of expectations and promote consistency. The childminder and her assistants attend a range of extra training, above mandatory requirements to help to extend their good knowledge. For instance, recent training on how boys and girls prefer to learn, has a positive impact on tailored teaching and outcomes for children.

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Quality of teaching, learning and assessment is good

The childminder and her assistants make the very best use of information obtained through assessment and plan activities with sufficient challenge to extend children's learning. Furthermore, activities are specifically linked to children's interests to excite and motivate children in their learning. For example, children enthuse and delight as they explore their favourite dinosaurs. They use descriptive language, develop vocabulary and extend their ideas when they create imaginary games with their dinosaur toys. The quality of teaching is consistently good. The childminder makes the most of learning opportunities in spontaneous activities. For example, children are encouraged to be gentle and careful with a snail they find in the garden. They learn about respect, empathy and kindness. Children learn about the natural world around them as they discuss habitat and locate a suitable grass home for the snail.

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Personal development, behaviour and welfare are good

Children enjoy an abundant range of opportunities to be independent and make decisions for themselves. For instance, they make choices about the toys they wish to play with in a thoughtfully arranged and well-equipped playroom. Children are confident and independent. The childminder and her assistants are well organised. They have established good routines and children understand what happens next. Expectations are clear and children behave well. Children are provided with plenty of opportunities to be active and exert themselves. For example, they enjoy daily fresh air and exercise during regular trips within the local community. This contributes to children's good physical health.

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Outcomes for children are good

All children make good progress from their starting points. Children of different ages play well together. They learn from each other and develop fabulous social skills, empathy and friendships. Babies touch and smell natural resources. They develop their ideas and confidence through imaginative exploration. Older children develop and practise physical coordination as they climb, run and jump outdoors. Children are happy and thrive developmentally and emotionally. They prepare well for the move to school and make good all-round progress.

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Setting details

Unique reference number EY445321 Local authority Oldham Inspection number 10065418 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 6 Total number of places 24 Number of children on roll 20 Date of previous inspection 11 March 2016

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Registers

The childminder registered in 2007 and lives in Moorside, Oldham. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds and appropriate qualification at level 3. The childminder employs four assistants.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 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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Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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Registers

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Registers

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

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