Childminder EY252322

Inspection date 21 June 2019 Previous inspection date 20 November 2018

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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 The childminder has worked hard to raise the quality of practice since the previous inspection. She has successfully addressed the action and recommendation raised. For example, the childminder now makes good use of assessments to carefully track children's progress. This helps her to quickly identify any gaps in children's development. The childminder also plans challenging activities to help children to move on to the next stage in their learning. n The childminder gives children uninterrupted time to play and explore. She helps children to develop their mathematical understanding as they make towers with bricks. For example, she encourages children to count how many bricks they have and to find those that are the same colour. The childminder is aware of how and when to extend children's learning, for example, by introducing words, such as 'big', 'bigger' and 'biggest'. n Children's safety is promoted effectively. Children learn that they cannot play with tiny

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This provision is good

beads when young children are present, because they could put them in their mouths and choke. They know that they must pick up toys that are on the floor so that they do not trip over them. n The childminder is extremely sensitive and caring. She provides a relaxed, nurturing home-from-home environment. Children have close relationships with the childminder and form strong friendships with each other. They are very happy, well settled and demonstrate high levels of emotional security and self-esteem. n The childminder establishes good partnerships with other settings. This helps to support continuity of care when children make the transition to nursery or school. n The childminder does not always seek detailed information from parents about their children's existing capabilities on entry, to help her to track their progress accurately right from the start. n The childminder does not precisely plan for her own professional development to help

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This provision is good

her to raise her knowledge and understanding to a higher level.

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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 ways to seek initial information from parents about children's prior learning to track their progress precisely from the start n focus professional development opportunities more sharply to improve further the quality of practice and teaching to an even higher 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 children's learning. n The inspector spoke to the childminder and children at appropriate times throughout the inspection. n The inspector completed an evaluation of a planned adult-led activity with the childmnder. n The inspector looked at relevant documentation, such as 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 feedback obtained by the childminder.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder fully understands the procedures for recognising and reporting concerns to promote and safeguard children's welfare. She implements detailed risk assessments to ensure the environment is safe. The childminder has a good knowledge of the strengths and weaknesses of the provision. For example, she has identified through self-evaluation that she needs to make better use of training opportunities to enhance further the quality of her teaching. Overall, partnerships with parents are good. The childminder shares information with parents about children's progress and supports them to help enhance children's learning at home. This helps to promote good consistency and continuity for children.

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Quality of teaching, learning and assessment is good

The childminder is very natural in her interactions with children. She uses her knowledge of the areas of learning to maximum effect to help to enhance children's development. For example, she introduces new words, such as 'spice' and 'delicious', to help to extend children's vocabulary. The childminder uses effective questioning to help children to communicate their thoughts and ideas. For example, when children ask her what the small-world man is, she says, 'What do you think he is?' Children notice that the man has his ears covered and reply, 'He's a winter'. The childminder says, 'I think he is a spaceman because he is wearing a space helmet'. Children are motivated, independent and confident and demonstrate a positive attitude to learning. They listen carefully to the childminder's instructions when she demonstrates how to thread cotton reels on to laces. Although they find this task difficult at first, they persevere and concentrate until they

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Quality of teaching, learning and assessment is good

eventually succeed. Children show high levels of engagement in activities.

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Personal development, behaviour and welfare are good

The childminder is particularly skilled at managing children's behaviour. She praises children for being kind and helpful. Children behave well. The childminder provides children with a wide range of opportunities to access enjoyable exercise and fresh air. Children use the trampoline, slide and see-saw in the garden and visit local parks. This contributes to children's good health and well-being. The childminder explains to children that some people use wheelchairs because their legs do not work properly. She teaches them about different faiths, festivals and cultures. This helps children 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

Children make good progress. They develop good imagination. For example, children pretend to spread butter and jam on crumpets and make fruit salad and cups of tea in the role-play kitchen. They say, 'We need to put the teapot in the microwave to make it hot'. Children develop a good understanding of how things work and modern technology. For instance, they wait for pictures to come out of the printer and know that when they hear a specific sound it has finished. Children develop a wide range of skills, abilities and attitudes that help to prepare them well in readiness for school.

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Setting details

Unique reference number EY252322 Local authority Oldham Inspection number 10086094 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 - 9 Total number of places 6 Number of children on roll 11 Date of previous inspection 20 November 2018

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Registers

The childminder registered in 2003 and lives in the Hollins area of Oldham. She operates from 7am until 6pm from Monday to Friday, all year round 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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