Childminder in Rochdale

Inspection date 24 May 2019 Previous inspection date 4 June 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 The experienced and knowledgeable childminder makes good use of information from her observations of children's play. This helps her to accurately assess what children know and can do. The childminder plans a wide range of enjoyable, challenging activities that capture children's interest and help to motivate them to learn. Children make good progress. n The environment is rich, stimulating and well organised. The childminder provides a broad variety of resources that children can use in different ways. For example, babies use metal dishes and spoons to make sounds, and look at their reflections in metal plates. This helps to them to develop their natural sense of curiosity and learn through using their senses. n Children develop extremely close and trusting relationships with the childminder, who is very kind and caring. They seek her out for comfort and cuddles when they are tired or need reassurance. Children demonstrate high levels of emotional security and self-

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This provision is good

esteem. n The childminder tracks children's progress effectively. This helps her to swiftly identify any gaps in their learning and seek external intervention if necessary. n Partnerships with parents are good. The childminder provides parents with a wealth of information about children's learning, development and progress. She finds out detailed information about children's achievements from the outset. The childminder supports parents to help to extend children's learning at home effectively. This helps to promote consistency and continuity for children. n The childminder does not make maximum use of continual professional development to sharply focus on raising the quality of teaching and improve further learning outcomes for children. n The childminder does not make the very best use of self-evaluation to identify priorities for improvement to help to raise the overall quality of the provision to an outstanding

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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 enhance the process for continual professional development to sharply focus on raising the quality of teaching to the highest level and to help children to make rapid progress n strengthen the process for self-evaluation to focus more precisely on targeting improvements that help to raise the overall quality of the provision to an outstanding level.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector talked to children and the childminder at appropriate times throughout the inspection. n The inspector completed an evaluation of a planned activity with the childminder. n The inspector looked at relevant documentation, including children's records, safeguarding policies and procedures, and evidence of the suitability of the childminder and other adults living on the premises. n The inspector took account of the views of parents from written statements and feedback on questionnaires obtained by the childminder.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder a secure knowledge and understanding of the referral procedures to follow should she have concerns about the heath or welfare of a child. She minimises risks to children in her home and garden. For example, she makes sure that children cannot leave the premises unsupervised. The childminder identifies new hazards quickly and takes immediate action to minimise or remove the risks, such as roadworks on the walk to and from school that impact on the use of pedestrian crossings. This helps to ensure children are kept safe and well protected from harm. The childminder works closely with the feeder school that some children also attend. She finds out what they are learning about in school, which helps her to complement their learning in the setting.

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Quality of teaching, learning and assessment is good

The childminder has a very good understanding of how children learn. She is full of fun and enthusiasm and this is reflected in how she plays and interacts with children. The childminder is particularly skilled at helping children to develop good communication and language skills. She uses repeated sounds and phrases and plays peekaboo games with babies. For example, the childminder says, 'Ready, steady go' and 'Brumm, brumm', as children play with toy cars. This helps to encourage them to take turns and begin to recognise different sounds. Children concentrate intently on self-chosen activities. The childminder provides children with a wealth of opportunities to explore different materials. For example, children have fun as they investigate what they can do with different types of cereal and pasta. They make marks in oats with tractors and trucks, build walls with wheat biscuits and push pasta through different sized tubes. This helps

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Quality of teaching, learning and assessment is good

to develop children's good creativity and imagination.

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Personal development, behaviour and welfare are good

The childminder provides children with clear and consistent boundaries to help them to understand how to behave appropriately. Children behave well. The childminder teaches children about the importance of healthy eating in a variety of ways. For example, she talks to them about food that is good for their bodies when they play with fruit and vegetables during role-play activities. Children have open access to the garden, where they take part in enjoyable physical exercise. This has a positive impact on their good health and well-being. The childminder creates a culture of mutual respect and tolerance. Children learn about different cultures, festivals and faiths and how to use sign language. This helps them to develop a good understanding of the similarities and differences between people and communities beyond their own experience.

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Outcomes for children are good

All children make good progress. They achieve levels of development that are typical for their age. Babies develop good levels of independence and are motivated to move. For example, they learn to feed themselves and crawl rapidly to the activities and resources that excite them. Children attend local groups and different places of interest in the community, which helps to enhance their social skills. Children are well prepared for their future learning and eventually moving on to school.

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Setting details

Unique reference number EY447805 Local authority Rochdale Inspection number 10106428 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 - 6 Total number of places 6 Number of children on roll 5 Date of previous inspection 4 June 2015

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Registers

The childminder registered in 2012 and lives in Rochdale. She operates all year round from 7.30am 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

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

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