Childminder EY535555

Inspection date 8 October 2018 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable 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 The childminder understands how to promote children's learning and development. She plans a range of interesting activities to help children to acquire new skills. Children are engaged in learning. The quality of teaching is good. n Children have formed close attachments with the childminder. She has a comprehensive understanding of children's care and learning needs. She places a strong emphasis on supporting children's emotional well-being. n The childminder regularly evaluates the service she provides. She has identified key areas she would like to develop in the future. n Parent partnerships are good. The childminder ensures parents are kept well informed of the learning opportunities children have accessed throughout the day. Parents are complimentary about the care the childminder provides. n Partnerships with other professionals are in place. The childminder works with the local authority and passes information from teachers to parents, for children who attend

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It is not yet outstanding because:

n Although partnerships with parents are good overall, the childminder does not fully seek their views to contribute to further development. n The childminder is currently reviewing her resources and environment, with a vision of supporting children's play and learning even further.

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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 gather the views of all parents as part of the self-evaluation process to support further development n review the environment further in order to support children's needs and preferences during play.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during indoor and outdoor activities, and assessed the impact this has on children's learning. n The inspector spoke with children and the childminder during the inspection. n The inspector completed a joint observation with the childminder. n The inspector held a meeting with the childminder. She looked at documentation, such as children's development records, a sample of policies and procedures, training records and processes of assessment. n The inspector looked at written comments to take account of parents' views.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder is aware of the authorities she must inform should she have concerns about a child's welfare. She is vigilant about children's safety. For example, she completes daily safety checks to ensure the environment is safe. The childminder attends a range of training opportunities which has a positive impact on her practice. For example, she has attended training in supporting children's language and communication skills. This has given her a deeper understanding of the developmental stages children go through as they become confident communicators. The childminder values partnership working and regularly meets with other childminders to share good practice. She tracks children's progress to identify any gaps in their learning.

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Quality of teaching, learning and assessment is good

The childminder is knowledgeable about children's development stages as she regularly observes them as they play. She offers a wide range of activities, which is purposeful and developmentally appropriate. For example, children explore changing colours as they mix paint together and consider the concepts of 'light' and 'dark'. She supports children's early mathematical skills well. For example, the childminder plays a game with children which involves them placing objects on or under items. This helps children to understand about position. Children listen carefully to the childminder and are motivated and engaged in learning. Parents are involved in processes of assessment as they share activities children have enjoyed at home.

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Personal development, behaviour and welfare are good

The childminder has created a welcoming, family environment. Children are settled, happy, express their needs well and are confident to try new things. The childminder works with parents to provide consistency of care, such as when children are learning to use the bathroom independently. The childminder is a positive role model and invites children to be part of routines. Children's behaviour is very good. The childminder is very clear on her behavioural expectations, offers constant praise and reminds children to use good manners. Children are learning about the wider world. For example, they visit the local library and enjoy outdoor learning in a local forest. They explore cultures in imaginative ways. For example, children bake honey biscuits as they learn about Rosh Hashanah.

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Outcomes for children are good

Children make good progress from their individual stating points. They show curiosity in resources, and are confident and motivated learners. They enjoy dressing themselves for outdoor play and exploring the outdoors. Children are developing the skills they need in preparation for school.

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Setting details

Unique reference number EY535555 Local authority Rochdale Inspection number 10059590 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 1 - 10 Total number of places 6 Number of children on roll 8 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016. She operates all year round, from 7.30am to 5.30pm on Monday to Friday, with the exception of bank holidays and family holidays.

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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

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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Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

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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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