Childminder in Rochdale

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

The childminder establishes a homely, welcoming and family feel to her provision. She provides exciting activities and experiences that inspire children to learn. For example, the childminder takes children into the community to access forest school sessions. Children develop good physical skills, such as when they run about in wide open spaces. They demonstrate that they are happy and feel safe. For example, two-year-old children are confident communicators. They say that they like throwing sticks into the water during their forest school sessions. One-year-old children, who are new to the setting, settle quickly and have already formed strong bonds with the childminder. All children behave well and consistently use good manners. They are kind and respectful to one another, demonstrated when they share and take turns amicably. The childminder has high expectations for every child. She gets to know them very well and shows determination to help them to

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The provision is good

succeed in all that they do. For example, the childminder works closely with parents to help two-year-old children with their toilet training. Two-year-old children show great pride in their own abilities. For instance, after toileting, they skilfully dress themselves and exclaim, 'I can do it.'

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need to do better?

n The well-qualified childminder weaves mathematical learning through children's play experiences well. For example, as she sings songs with children, she blows bubbles and encourages children to count. Children chase and burst the bubbles with great enthusiasm. Two-year-old children state, 'That is a big one. I got two.' They practise their early counting skills and have plenty of fun as they play and learn with the childminder. n Children enjoy looking at books with the childminder and they develop a fondness for reading. The childminder uses her voice to help bring stories to life as she reads to children. She engages children generally well. However, the childminder does use enough opportunities to encourage children to join in and talk about stories. This does not fully support them to contribute with their own ideas to help them develop their language and literacy skills further. n The childminder works very well in partnership with other settings and health

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need to do better?

professionals. She shares regular information and provides targeted support for children, including those with additional needs and those in receipt of funded early education. This joined-up approach helps to ensure that all children are equipped, overall, with the skills they need for future success. n The childminder finds out about children's experiences at home, such as holidays or family events. She organises activities based on her knowledge of children and recognises what they need to learn next. For example, the childminder takes children to weekly playgroups. This helps children to develop their social skills as they meet new children and adults.

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need to do better?

12 September 2019 n The childminder uses effective methods to help younger children to develop positive relationships. For example, she gets down to children's level and makes eye contact with them. The childminder explains simple rules and teaches children how their actions can impact on others. She rewards children for their friendly contributions. n Children demonstrate a can-do attitude to learning. For example, two-year-old children try and try again as they piece together a jigsaw. The childminder offers plenty of praise and encouragement that helps children to be self-assured in their own abilities. n The childminder helps children to take age-appropriate risks and learn how to keep themselves safe. For instance, children enjoy jumping off logs and climbing small trees. They spin around on a rope swing and learn to balance as they step across tree stumps. n Parents comment positively about the service that the childminder provides. For

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need to do better?

example, they state that the quality of care and attention the childminder gives children is 'second to none', and that she communicates very well and sends frequent updates throughout the day. n The childminder reflects on the quality of her provision well and accesses some training opportunities. However, she does not precisely target her professional development to help her to raise the quality of teaching and practice to the highest levels.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder maintains a relevant first-aid qualification. This helps her to respond appropriately in the event of an accident or emergency. The childminder is aware of the signs that may indicate a child is at risk of harm. She has a suitable understanding of the procedures to follow should she have any concerns about a child's welfare. The childminder checks her premises regularly to ensure they are safe and secure. She teaches children how to keep themselves safe. For instance, she encourages them to tidy away toys to avoid trip hazards after they have finished playing.

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should:

n provide children with even more opportunities to join in with stories to help them to contribute with their own ideas and develop their language and literacy skills further n target professional development more precisely to help to raise the quality of teaching and practice to the highest levels.

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Setting details

Unique reference number EY465094 Local authority Rochdale Inspection number 10075502 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 to 2 Total number of places 6 Number of children on roll 5 Date of previous inspection 24 February 2016

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Information about this early years setting

The childminder registered in 2013 and lives in Middleton, Manchester. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3.

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Inspection activities

n The inspector completed a learning walk with the childminder to gain an understanding of how she organises her early years provision, including her learning intentions for children. n Children spoke to the inspector and shared their views about the activities and experiences that they take part in and enjoy. n The childminder and inspector evaluated a planned activity together. The childminder explained how she builds and expands on what children already know and can do. n The inspector observed the interactions between the childminder and children. She assessed the impact the quality of teaching has on children's learning.

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Inspection activities

12 September 2019 We carried out this inspection 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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Inspection activities

12 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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