Childminder EY550187

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 well-qualified and skilled childminder is passionate about providing children with a welcoming, nurturing environment where they can learn and play. She is extremely sensitive and caring and children make close, trusting relationships with her. Children show that they are happy, feel safe and enjoy spending time with the childminder. They are motivated to play and learn, and sustain concentration in the activities and show high levels of engagement. Children make good progress. The childminder teaches children to adopt a can-do attitude. When children say they cannot do things, she tells them that they can, and supports them to achieve what they set out to do. For example, when children find it difficult to press bricks onto a tower, she encourages them to push hard until they eventually succeed. This has a positive impact on children's self-esteem and confidence.

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The provision is good

Children develop very good communication and language skills. The childminder models correct pronunciation and provides a running commentary as children play. She uses excellent questioning techniques to encourage children to communicate their thoughts and ideas. This is evident as children often say, 'I wonder what we could do?', when they are presented with a problem. For example, when their tower starts to wobble, they suggest that they hold it, while the childminder puts more bricks on the top. The childminder is a good role model and plays alongside children to teach them how to share and take turns. Children are well behaved, have a clear understanding of what the childminder expects from them and follow her instructions well. For example, when asked, children willingly tidy up the toys before lunch.

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need to do better?

n The childminder has an exceptional knowledge of the children in her care. She has an in-depth understanding of what children need to learn next. The childminder plans a wide range of challenging activities based on children's interests, to help them to move on to the next stage in their learning. For example, she uses children's favourite stories to help them to enhance their mathematical development. Children demonstrate their understanding as they identify the 'big', 'medium-sized' and 'small' bowls of porridge and match them to the daddy, mummy and baby bear. n Children develop a keen interest in reading and understand that words carry meaning. For example, they point to text on the wall and ask the childminder what it says. They thoroughly enjoy opportunities to make marks and are learning how to recognise and start writing their own names. This helps them to develop the early literacy skills they need in readiness for school.

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need to do better?

n The childminder promotes health and well-being effectively, and teaches the children about the importance of good hygiene routines. For instance, children

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need to do better?

6 January 2020 are encouraged to wash their hands regularly and to cover their mouths when coughing, to help prevent germs spreading. n Children benefit from a wealth of opportunities to experience fresh air and enjoyable exercise. They participate in activities in the forest, such as going on a 'bear hunt', and play 'What time is it Mr Wolf?' in the garden. This has a positive impact on their health and well-being. n Overall, partnerships with parents are good. The childminder shares information about children's learning on a daily basis and organises parents' evenings to discuss children's progress. Parents are encouraged to contribute to children's assessments and the childminder supports them to extend children's learning at home. However, she does not always seek out detailed information about what children know and can do on entry to the setting, to help to inform more precise starting points for learning.

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need to do better?

n The childminder takes children to groups and on walks in the local community, where they learn to socialise with people from different backgrounds. However, she does not always use activities to maximum effect to help children to learn about the similarities and differences between their own and other cultures and experiences. n Self-evaluation is effective and an ongoing process. The childminder seeks and acts upon the views of parents and children to help to develop the quality of her practice. She seeks out new information and attends relevant training to help to improve her knowledge about promoting children's progress.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure knowledge of the signs and symptoms of abuse and neglect. She has a good understanding of the referral procedures to follow should she have concerns about the safety or welfare of a child. The childminder ensures her knowledge is up to date by attending regular safeguarding training. She teaches children about road safety when out walking and talks to them about the evacuation procedure of the setting. This helps children to learn how to keep themselves safe.

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should:

n seek more detailed information from parents when children first start, to help to build on what children already know and can do, to fully inform starting points in learning n provide further opportunities to help children to enhance their learning about different cultures and communities beyond their own experience.

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Setting details

Unique reference number EY550187 Local authority Rochdale Inspection number 10133707 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 Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Rochdale. She operates from 7am to 6pm all year round from Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. She provides funded education for two-, three- and four-year-old children.

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Inspection activities

n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. n A joint observation of an activity was evaluated by the inspector and discussed with the childminder. n The inspector talked to children and the childminder throughout the inspection. She discussed with the childminder how she observes, assesses and plans for children's learning. n Relevant documentation, such as safeguarding policies and procedures, was looked at by the inspector. The inspector also checked the evidence of the suitability of the childminder and other adults living on the premises. n The inspector discussed with the childminder how she keeps children safe. n The inspector took account of the views of parents and children obtained by the childminder.

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Inspection activities

6 January 2020 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

6 January 2020 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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