Childminder in Rochdale

Inspection date 7 December 2018 Previous inspection date 27 September 2017

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This inspection: Good 2

Previous inspection: Requires improvement 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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This provision is good

n Children develop a broad vocabulary and grow in confidence when they talk to others. Children contribute to conversations, assert their opinions and share their thoughts and ideas. Children are social, confident and self-assured. n The childminder completes accurate and insightful accounts of children's progress. She uses her observations to inform teaching. The childminder knows children well, understands their unique stages of development and plans activities to support ongoing learning. n The childminder provides children with consistent daily routines. Children are reassured by familiarity. They know what is expected of them, cooperate well and behaviour is good. n Children learn about the wider world in which they live. They celebrate different religious festivals and meet a range of people who live in the local community. Diversity is celebrated. Children learn to appreciate and respect each other and value difference.

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This provision is good

This is a delightfully inclusive setting where children's uniqueness is nurtured. n Children enjoy exploring the local community and regular trips help to enhance learning. Children mix with a range of new friends at local toddler groups, extending and reinforcing their good social confidence. n The childminder provides a highly stimulating programme of learning indoors and children make good all-round progress. However, the childminder recognises that opportunities exist to further extend outdoor learning opportunities to fully support those children who prefer to learn outside. n Occasionally, the childminder misses opportunities for babies to develop their independence and self-care skills, particularly at mealtimes. For instance, babies are spoon fed by the attentive childminder and are not consistently supported to feed themselves or practice using a spoon independently.

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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 extend the excellent programme of learning opportunities available indoors to the outside space and help to support those children who prefer to learn outside, to drive outstanding outcomes for children n optimise opportunities for babies to be independent and develop their self-care skills.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder. She looked at relevant documentation used to support the childminder's practice. n The inspector spoke to children during the inspection. n The inspector took account of the views of parents.

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Effectiveness of leadership and management is good

Arrangements for safeguarding are effective. The childminder has good knowledge of her responsibilities associated with child protection. Important information is exchanged with parents daily. This ongoing feedback helps to ensure all parties are well informed and promotes consistency for children. Partnerships with parents are excellent. The childminder strives to ensure her knowledge and skills continually improve. She reads widely and keeps abreast of any changes to legislation. Extensive training has a positive impact on the childminder's practice. For example, the childminder has attended recent training related to the teaching of letters and sounds. She adopts a creative approach to teaching children early reading and literacy skills. Effective systems are in place to reflect and evaluate the service offered. The childminder has addressed weaknesses identified at her last inspection. She has strengthened procedures for administering medication

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Effectiveness of leadership and management is good

and improved systems for assessing children's abilities upon entry. The childminder's ambition, dedication and commitment contributes to the high-quality service she offers.

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Quality of teaching, learning and assessment is good

The childminder is a highly attentive teacher. She adapts her practice to meet children's differing needs and abilities. For example, older children wash their hands under a tap and younger babies use a damp soapy cloth to wash their hands. Realistic expectations and subtle adaptations of practice help to ensure all children are well supported in their learning. The childminder is responsive to children's interests. She incorporates preferences into play. Children become engrossed and absorbed in their learning as topics enthuse them. Children have fun as they learn. For example, children smile and laugh as they listen to their favourite story about broomsticks and witches.

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Personal development, behaviour and welfare are good

The childminder is highly attentive and swiftly meets children's individual needs. For example, when babies become tired they are immediately provided with a warm, comfortable place to rest. This perceptive and considerate practice helps to ensure children are happy and emotionally secure. Furthermore, the childminder remains vigilant around children's welfare and regularly checks sleeping children are safe. Children wake contented, happy and ready to learn. The childminder is gentle and kind in her interactions with children. Children sit on her knee and listen to stories, reassured by the positive relationships they share with the childminder. This is a relaxed, well organised and friendly setting and children thrive in their emotional well-being.

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Outcomes for children are good

Children listen intently to stories. They enjoy books and develop a positive attitude to early literacy. Older children begin to count in sequence, recognise shapes and numbers and begin to understand quantities. For instance, children enjoy counting and sorting breakfast cereals as they eat. Everyday and routine tasks reinforce mathematical skills. Children are physically active. Babies begin to crawl and older children confidently navigate their way around with ease. Children make good progress from their starting points and prepare well for the next stage in their learning and the eventual move to school.

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Setting details

Unique reference number EY487195 Local authority Rochdale Inspection number 10084748 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 - 5 Total number of places 6 Number of children on roll 4 Date of previous inspection 27 September 2017

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Registers

The childminder registered in 2015 and lives in Middleton, Manchester. She operates all year round, from 8am to 5.30pm, Monday to Friday, except for 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

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Registers

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Registers

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Registers

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