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 is a warm and caring practitioner who understands children's individual needs well. She offers multiple settling-in visits for children when they start so that they gain a sense of security. The childminder offers a stimulating environment where children access a range of imaginative resources to support them learn new skills. Children are active learners and eagerly explore resources during play. For example, they choose to play with dough and are excited as they use a variety of tools to cut the dough. One child exclaims, 'I can use this one, this is a chopping one'.

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The provision is good

The childminder has high expectations for every child in her care. She provides consistent messages and clear boundaries so that children are aware of behaviour expectations. Children are visibly happy, listen attentively and concentrate well. They are confident communicators and develop high levels of self-esteem. For instance, they proudly hold up a picture and explain, 'I'm doing a sunshine, it is yellow'. Children's behaviour is good.

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The provision is good

Children develop positive attitudes to learning and show that they enjoy being in the setting. For example, they giggle with glee as they give voice commands to a music system to play their favourite song. Children dance around with the childminder and enthusiastically join in with actions and singing.

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need to do better?

n The childminder regularly attends training to keep her knowledge refreshed and updated. She evaluates her practice and actively seeks the views of parents in identifying areas to develop. The childminder is currently developing her outdoor environment so that children's learning in the outdoors can be further enhanced. n Care practices are very good and have a significant impact on children's emotional well-being. For example, she offers reassurance to children who have just started and are a little unsettled. She ensures that children use comforters from home and gives them reassuring cuddles, which helps put them at ease. Children have formed close attachments with the childminder and enjoy involving her in their play. n The childminder promotes all areas of learning through imaginative ways. For example, children talk about 'big' and 'small' as they play with dinosaurs in a dinosaur swamp world. The childminder promotes communication and language

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need to do better?

well. For example, she introduces new words and asks questions which encourage children to use language in the correct context. However, opportunities for children to extend their understanding of numbers and counting are not consistently used to best effect. n The childminder offers activities which are based on children's interests and next

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need to do better?

5 March 2020 steps in learning. For example, children enjoy drawing sharks after they have sung a favourite song, use interactive tablets to play games and mould dough into different shapes. This supports the development of hand muscles for early writing skills and promotes children's physical development. Children are enthusiastic learners. n Partnerships with parents are good. Parents are complimentary about the childminder and the care their children receive. For example, they comment, 'I appreciate the care and love you show to our child'. The childminder shares information about the activities children have enjoyed. However, she does not consistently share ideas with parents about how they can extend children's learning at home. n Partnerships with other professionals are in place to support children's needs. For example, the childminder has made links with teachers from local schools. She has a 'buddy' childminder who she regularly shares information with from

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need to do better?

training events. In addition, she meets regularly with other childminding professionals at local playgroups to share good practice. n Children learn about the wider world. For example, they visit the local library for story sessions and a soft-play centre which helps develop children's physical skills. Children explore special days from different cultures. For example, they make a collage of a candelabra as they learn about Hanukkah. Children learn about healthy lifestyles. For example, the childminder encourages them to make their own sandwiches. This allows the opportunity to talk about foods that are good for us.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands the importance of safeguarding children and has clear policies and procedures in place to help keep children safe. She attends regular safeguarding training and knows who she would report to if she had concerns about a child's welfare. The childminder has a secure understanding of the 'Prevent' duty and possible signs that may indicate a person is being drawn into radicalisation. She carries out safety checks of the environment before children arrive each day. In addition, the childminder teaches children about personal safety. For example, she reminds them during water play to be careful as they may slip on the wet floor.

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should:

n enhance ways in which information is shared with parents, to encourage home learning more effectively n develop opportunities for children to develop their understanding of numbers.

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Setting details

Unique reference number EY375099 Local authority Rochdale Inspection number 10069697 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 9 Date of previous inspection 5 December 2014

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Information about this early years setting

The childminder registered in 2009 and lives in Heywood, Lancashire. She operates all year round from 7.30am to 5pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 3.

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Inspection activities

n A tour of the setting was carried out by the childminder and the inspector. The childminder discussed how she organises her resources and provision. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector spoke with children and the childminder at appropriate times during the inspection. n A joint observation was completed by the childminder and the inspector. The childminder discussed how she supported children's individual needs. n The inspector looked at a sample of documentation, including processes of assessment, training records and accident documents. n The inspector looked at written comments from parents to take account of their views.

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Inspection activities

5 March 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

5 March 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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