Childminder EY292540

Inspection date 21 January 2019 Previous inspection date 26 October 2015

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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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This provision is good

n Partnerships with parents are good. The childminder builds positive relationships with parents from the very start of the placement. Open, two-way communication enables effective flow of information and helps to promote consistency in children's care and learning. n The childminder carefully monitors children's progress. She tracks children's achievements and updates assessment records regularly to help to ensure they are accurate and precise. The childminder knows children well. She prepares activities with focus to support the next steps in children's learning. n The childminder creates a stimulating environment. Provision ignites children's curiosity and is age-appropriate. Children remain occupied in this bright and well-resourced setting. n The childminder is fair and clear when explaining boundaries and expectations. Children are encouraged to share, take turns and be kind to each other. Behaviour is

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This provision is good

good. n Children mix with and make new friends at local toddler groups. They develop good social skills. Outings help to enhance children's all-round learning experiences. n Sometimes, the childminder misses opportunities to extend children's independence to the very highest level. n The childminder interacts very enthusiastically with children. However, occasionally she speaks rapidly and does not allow children enough time to process information, think and respond to questions and comments.

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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 opportunities for children to complete tasks for themselves and build their independence even further n extend opportunities for children to think through their ideas and respond to comments and questions.

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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 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 and evidence of the suitability of all persons living at the premises. n The inspector spoke with 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

Safeguarding is effective. The childminder knows how to identify child protection concerns. She has systems to record and report signs that may indicate a child is at risk of harm. The childminder uses her links with childminder friends and colleagues effectively. She regularly meets with other professionals to discuss good practice and to share ideas and resources. This effective partnership working helps the childminder to reflect, and contributes to the continual development and improvement of the provision for children. The childminder carries out effective risk assessments. She understands what presents a potential risk to children and implements steps to minimise or remove potential hazards. Children play and learn safely.

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Quality of teaching, learning and assessment is good

The childminder plans activities which capture children's curiosity and make learning fun. For example, children laugh and giggle with excitement as they pop bubbles. They stretch high and low, ensuring all of the bubbles are touched. Children of all ages develop physical coordination and concentration. The childminder presents children with challenging tasks to extend their learning. For instance, she talks with children about magnets and magnetic forces. They explore and learn how magnets attract and repel each other. The childminder has high expectations for children and the quality of teaching to support children's problem-solving skills is excellent. The childminder sensitively incorporates children's interests into play to help to enthuse them. For example, she uses children's interest in toy cars and moving play vehicles to challenge them to count and predict where the cars will stop when they push them down ramps.

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Quality of teaching, learning and assessment is good

Children extend their knowledge of positional language and mathematical skills.

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Personal development, behaviour and welfare are good

The childminder creates a caring and supportive environment for children. Children try their best. They receive ongoing guidance and support in their play. The proud and nurturing childminder readily offers encouragement and praise. Children are happy and demonstrate a strong sense of self-worth. Hygiene routines are well established, promoting children's good health. Furthermore, the sensitive childminder adapts her practice to ensure all children learn the importance of personal cleanliness. For instance, she encourages older children to wash their hands using the taps and running water, while younger babies splash in bowls of water and talk about germs.

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Outcomes for children are good

Children are resilient and respectful. They thrive developmentally and emotionally. Children's fabulous motivation creates a foundation for their future learning. Children demonstrate sustained concentration when they are faced with challenging tasks. They have a positive, can-do attitude and they repeatedly try until they succeed at any given task. Children's attainment levels are expected for their ages. They progress well from their starting points and acquire skills in preparation for the next stage in their learning and eventual move to school.

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Setting details

Unique reference number EY292540 Local authority Rochdale Inspection number 10065634 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 11 Date of previous inspection 26 October 2015

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Registers

The childminder registered in 2004 and lives in Middleton. She operates all year round from 6am to 7pm, 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

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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