Childminder in Rochdale

Overall effectiveness Outstanding

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

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The provision is outstanding

The high-quality, exciting environment stimulates children's senses and ignites their curiosity. Children are highly motivated and eager to learn. They demonstrate persistence, patience and determination when building constructions with irregular- shaped parts. Children focus intently as they carefully balance pieces to make a 'volcano'. The childminder tells children that a volcano erupts with lava.

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The provision is outstanding

The kind, nurturing childminder has high expectations for behaviour. Children play cooperatively with each other and behave exceptionally well. Children's relationships with each other are excellent. They giggle quietly together while pulling faces at each other in a mirror. Children negotiate whose face is the funniest. Each child then proceeds to make their face even funnier.

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The provision is outstanding

The environment is alive with various different forms of print and photographs, which promotes children's thinking and discussion skills. For example, children discuss a selection of photographs from a trip to the ice-cream farm. They talk about other children that were present and the activities they took part in. Children recall the day with very precise detail.

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The provision is outstanding

Children show great excitement when they realise a bird has landed on the roof. They know the bird is called a magpie and talk about it being a regular visitor to the house. Children remind each other to be quiet as noise may result in the bird being frightened and not returning again.

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need to do better?

n The curriculum is broad, stimulating and well embedded. The well-qualified childminder has an excellent understanding of the different ways that children learn. She identifies that children are hands-on learners and therefore provides activities to support this learning style. For instance, children learn about growth and decay by storing moss in small test tubes. They discuss how the colour changes from green to brown, depending on whether or not they have sprayed it with water that day. n The childminder frequently revisits topics and activities to test out children's knowledge and understanding. Children remember interesting facts about things they have previously been taught. For example, children giggle as they remember the name of dinosaur waste is 'coprolite'. n Language skills are promoted especially well. Children learn about initial letter sounds from an early age. For instance, two-year-old children sound out 'ffff

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need to do better?

fish'. The childminder reinforces this skill further when teaching children to remember the names of different shapes. The most confident children learn the names of three-dimensional shapes. For example, children learn to recognise

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need to do better?

2 December 2019 and name a sphere. n The enthusiastic childminder's storytelling is excellent. Children roar with laughter at the childminder's animated voices and facial expressions. They are self-assured participants at story time. Children join in with the words and eagerly anticipate what will happen next. Young children's attention span is astounding. The childminder is skilful in the way that she keeps children engaged. n Children have high levels of respect and consideration for each other and the environment. They acknowledge there are younger children present that they need to be mindful of. For example, older children gently play fight, using balloons. They are very cautious not to be too rough and frequently remind each other of the younger child also present. n Highly effective and flexible settling-in procedures ensure that the childminder has an excellent understanding of what children know and can do before they

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need to do better?

start. The childminder builds strong relationships with families. A wealth of well- thought-out, carefully constructed home learning packs are provided to extend children's learning at home. This supports continuity of care and helps children to receive a balanced education. n Children are regularly visited by the local police force. They talk to the officers about the community and explore the emergency vehicles. This helps children to develop their understanding and build positive images of the people who help us. n The dedicated childminder is highly focused on providing children and families with quality care. She targets her professional development to directly impact children's learning. For example, the childminder completed a level 3 qualification in speech and language development. This helps her to further enhance children's communication and language skills.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder's knowledge and understanding of how to keep children safe is excellent. She can clearly identify signs and symptoms that may indicate a child is at risk of or is being abused. Robust procedures are in place to refer children she is concerned about. The childminder has researched wider safeguarding issues within her area and completed training to further enhance her knowledge. For example, she has a very good understanding of child sexual exploitation and alcohol and substance misuse.

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Setting details

Unique reference number EY303499 Local authority Rochdale Inspection number 10109717 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 3 Total number of places 6 Number of children on roll 4 Date of previous inspection 19 January 2015

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Information about this early years setting

The childminder registered in 2005 and lives in the Middleton area of Rochdale. She operates all year round from 7am to 5pm, Monday to Friday, except for family holidays and bank holidays. The childminder provides funded early education for two-, three- and four-year-old children. She has a childcare qualification at level 3.

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Inspection activities

n The childminder gave the inspector a tour of the property and discussed the provision areas. n The quality of teaching was observed throughout the inspection, and the inspector assessed the impact this has on children's learning. n The inspector held regular discussions with the childminder and spoke with the children throughout the inspection. n Written feedback from parents was provided and one parent was spoken to. The inspector took account of parents' views and opinions. n The inspector viewed documentation, including evidence of suitability for persons living and working on the premises, paediatric first-aid certificates, and progress checks for children aged between two and three years.

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Inspection activities

2 December 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

2 December 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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