Childminder EY547531

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

The childminder prides herself on providing children with a homely environment. She intends for children to feel truly valued and welcomed. Children build strong emotional attachments with the childminder. They arrive with excitement and settle quickly. Children show a secure sense of belonging. They particularly enjoy exploring books containing photographs of themselves and their family members. Children's behaviour is good. This contributes to the calm, happy and relaxed atmosphere. Children are aware of the simple rules and boundaries set by the childminder. For instance, they know that before accessing the garden they must wait by the door until the gate is secure.

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The provision is good

Children are enthusiastic learners who happily engage in a variety of different activities. They have good imaginations and enjoy taking on a role in their play, such as a pretending to be a shopkeeper. Children make good use of the wide range of resources available to support their play. The childminder has high expectations for all children and what they can achieve. She commits her time to plan a broad range of exciting opportunities, which include many first-hand experiences. She uses these to help to teach children about the local community. For example, children regularly visit the local post office, bank, shops and libraries.

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need to do better?

n The childminder observes children and accurately assesses what they know and can do. She plans the curriculum well to focus precisely on what children need to learn next. The childminder teaches children well, during child-initiated play and planned activities. Children persevere and try hard until they succeed. They have high self-esteem and enjoy sharing their successes with others. For example, when children write the number 'three' for the first time, they beam with pride and clap their hands. n The childminder establishes a strong two-way flow of information with parents. She invites them to attend informal coffee mornings. The childminder uses these visits to share information and build positive relationships. She helps and guides parents to extend children's learning at home. For instance, the childminder sets exciting challenges, such as looking for numbers in the environment. This helps children to build on their good number-recognition skills.

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need to do better?

n The childminder supports the development of children's communication and language effectively. She understands the stages that are important for children to become competent communicators. For example, she helps children to develop early speech sounds. The childminder engages children in age- appropriate discussions. Children are keen to share their love of stories. The childminder regularly introduces new vocabulary to children as they play. For instance, children enjoy repeating new words that they hear, such as

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need to do better?

25 September 2019 'aubergine'. The childminder continues to use these words regularly as they play together. She helps children to remember what they have learned. n The childminder knows children and their families well, including their experiences at home. Children develop a broad understanding of similarities and differences between themselves and others. This includes exploring a range of cultures and religions. For example, children have recently explored a Jewish festival. They decorated tubes to make pretend trumpets and tasted traditional Jewish foods. n Children have a good understanding of mathematics in relation to their age. They use mathematical language as they play. Children categorise objects of different colours, shapes and sizes. They accurately use language such as 'long', 'big' and 'smaller' as they make comparisons between the objects. n The childminder provides many opportunities for children to be physically active

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need to do better?

and healthy. For example, children enjoy running, jumping and kicking balls during outdoor play sessions. The childminder provides children with a healthy diet. Children talk about the foods that they enjoy. For instance, they comment that strawberries make them 'big and strong'. n The childminder accesses mandatory training, such as first aid. However, she does not sharply focus her professional development to help raise teaching and practice to higher levels. n The childminder does not consistently encourage children to be independent in self-care tasks that are appropriate for their age, such as managing their own shoes and coats for outdoor play.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of the signs and symptoms of abuse or neglect. She understands the pathways available for accessing early help for parents. The childminder knows how to make a timely referral to the appropriate agencies. She is vigilant and maintains a safe and secure environment. Where possible, she involves children in risk assessments of her home. The childminder supports children to think about what a potential risk might be. She helps them to learn how to minimise risks to their safety. For instance, children discuss how to keep walkways clear to help to prevent trip hazards.

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should:

n focus professional development plans more precisely to help raise teaching skills and practice even further n provide children with even more ways to become independent and manage their own self-care.

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Setting details

Unique reference number EY547531 Local authority Oldham Inspection number 10105463 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 2 to 11 Total number of places 6 Number of children on roll 19 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Shaw, Oldham. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3.

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Inspection activities

n A number of discussions were held between the inspector and childminder during the inspection. They had a tour of the childminder's home together and discussed how the childminder organises her setting and the curriculum for children. n The childminder and the inspector evaluated two activities and explored the impact they had on children's learning. n Parents gave feedback on the day of the inspection and the inspector took account of their views. n The inspector spoke to and interacted with children during the inspection. n A sample of documentation was viewed, including evidence of the suitability of adults living on the premises.

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Inspection activities

25 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

25 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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