Jackson, Denise Susan

Inspection date 19 July 2019 Previous inspection date 5 August 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 strong. Parents praise the childminder and recommend her service to families in the community. The childminder uses a variety of effective methods, including photographic observations and a daily information record, to share information with parents. This helps to ensure a shared approach towards supporting children's care and learning. n The experienced childminder empowers all children to develop confidence and self- esteem. For example, she provides constant praise and encouragement and allows ample opportunities for children to lead their own play. The dedicated playroom boasts an array of interesting resources, which children make independent choices from. n The childminder keeps herself up to date with new initiatives and information by reading, liaising with other childminders and attending mandatory training. She also completes some additional training online. However, her professional development is

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This provision is good

not yet precisely focused to help her to strengthen the good quality of teaching to the highest level. n The childminder takes time to get to know children well. She cleverly plans activities that excite children and support their learning needs. This means that all children are enthusiastic and keen learners who make good progress. n Children develop strong emotional attachments with the kind and sociable childminder. She has a constant, calming presence. Younger children regularly seek her out for cuddles and are reassured by the close bonds they share. The childminder and children of all ages laugh together and show genuine affection towards each other. n The childminder places a strong focus on supporting children's reading skills. Older children delight in reciting sentences from favourite books, such as 'Room on the Broom'. Younger children show increasing listening and attention skills. They listen

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This provision is good

intently to stories and attempt to turn the pages. However, at times, the childminder does not use the correct pronunciation of words, to further support younger children's developing speaking skills.

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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 focus professional development even more precisely and raise the already good quality of teaching and practice to an outstanding level n build on ways to support younger children's speaking skills, for example, by consistently using and reinforcing the correct pronunciation of words.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching and assessed the impact this has on children's learning. n The inspector carried out an evaluation of teaching with the childminder. n The inspector looked at relevant documentation, including policies and procedures, the childminder's self-evaluation and evidence of her suitability and the suitability of all adults who live on the premises. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The inspector took account of parents' views through written documentation provided prior to the inspection.

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Effectiveness of leadership and management is good

The childminder takes pride in the reputation that she has developed and evaluates her provision generally well. This has helped her to maintain a good standard. The childminder monitors children's progress closely to identify areas where additional support is needed. For example, from her assessments, the childminder noticed a gap in boys' literacy development. She swiftly provided additional opportunities for boys to develop their writing skills. This helped the gaps in learning to close. Safeguarding is effective. The childminder fully understands child protection procedures. Children are well protected and safe. The childminder has sought additional reading on some of the wider aspects of safeguarding to help enhance her own knowledge in this area.

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Quality of teaching, learning and assessment is good

The childminder offers rich opportunities to support children's sensory and exploration skills. They experiment in a large tray filled with interesting materials that resemble a farm. The childminder provides toy animals, a water 'pond' and shredded pieces of wheat, to replicate hay. Children show good levels of persistence. They persevere to open the wheat packets and concentrate to construct fence panels, for the farm enclosure. Children eat pieces of the wheat and the childminder swiftly builds on the learning opportunity that arises. Together they discuss foods that animals eat. The childminder uses animated facial expressions as she sings lively songs and rhymes. She changes her tone to capture children's interest. They join in eagerly with the actions and words to the songs. Overall, this helps children to develop their communication skills.

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Personal development, behaviour and welfare are good

The childminder speaks to children with sensitivity and compassion. Children behave very well. The childminder sets high expectations and promotes respect and strong values. For example, children willingly help the childminder to wash and dry toys after they have finished using them. The childminder takes children out in the local community to meet with other children and childminders. This helps to develop their social skills. Children delight in a jumping and dancing game. They imitate 'bunnies' and energetically bounce around the room. This helps them to burn off energy and develop their physical skills. Children place picture cards with different emotions depicted on the 'feelings tree'. This helps to encourage them to share how they are feeling. Children learn to keep themselves safe. The childminder asks about road safety. Children describe how they stop and wait at traffic lights and declare, 'That is why it goes on red'.

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Outcomes for children are good

Children develop skills for learning in school, such as writing. For example, they draw on a chalkboard, using their preferred hand. Younger children make marks using their fingers in assorted sensory materials, such as wet porridge oats. Young children capably complete small tasks for themselves, such as eating with cutlery and putting on shoes. Children operate a range of equipment and toys. They delight in seeing the effects of their actions. For example, older boys fix chains to hooks and open and close various locks and latches. Younger boys operate technology toys with skill. They smile with pride when they press buttons and assorted farm animals pop up.

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Setting details

Unique reference number EY386854 Local authority Oldham Inspection number 10065384 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 5 August 2015

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Registers

The childminder registered in 2009 and lives in Oldham, Manchester. She operates all year round from 7.30am to 6pm, 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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