Carroll, Kerry

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

Children appear happy and settled at this vibrant setting. They show positive attitudes towards their play and learning. Children have access to a wide range of toys and a well-resourced outdoor area. They use potatoes and paint to make prints on paper to represent insects. Children use their fingers to help count how many legs spiders have. They develop small-muscle skills as they skilfully use scissors to cut out the pictures they draw. Outdoors, children develop large-muscle skills as they mix sand and soil with water to make 'mud cakes'. They show good physical dexterity as they climb and balance on low-level apparatus.

p.2

The provision is good

Children develop positive relationships with the childminder and show they feel safe and secure. They are confident to speak with one another and visitors during their play. The childminder is a positive role model. Children share and take turns while using toys. They learn about similarities and differences between themselves and others. For example, children raise money to help others who are less fortunate. They celebrate festivals and learn about different families.

p.2

The provision is good

The childminder greets children at the entrance, as parents do not go into the setting due to COVID-19 (coronavirus). Partnerships with parents are good. The childminder shares what the children have learned daily with parents. Children take books and activities home to complete. This helps parents to support their children's learning. Parents comment that the childminder is 'fantastic' and goes 'above and beyond'.

p.2

need to do better?

n The childminder is dedicated to providing high-quality care and education. Her aim is for the setting to be a 'home-from-home' for children and to nurture their well-being. Next steps in children's learning are identified through effective assessment arrangements. These are monitored well, and all children make good progress. n Children access a rich curriculum, which builds on their interests and what they already know and can do. For example, an interest in bugs leads to wonderful opportunities to learn. Children are fascinated as they use magnifying glasses to look at butterflies and worms that they find outdoors. They excitedly search for other insects, while looking at books to learn more about them. Children remember previous learning as they discuss the life cycle of a butterfly and confidently explain what a cocoon is. n Plentiful experiences are afforded to children, which extend their understanding

p.2

need to do better?

of the world around them. For example, children benefit from trips to the zoo, shops and parks. They go on colour and number hunts in the local community. Children visit woodland areas to explore, build dens and have fun while

p.2

need to do better?

4 June 2021 splashing in the puddles. n Overall, children's communication, language and literacy development are promoted well. Children access a good variety of quality books. They take a new book home each week to share with their parents. The childminder engages children in thoughtful conversations during their play. However, she sometimes asks younger children too many questions, without giving them enough time to think and respond. This means that some interactions are not fully effective in helping to develop children's communication and language skills to the highest level. n Care practices are good. Children eat a variety of healthy foods and confidently discuss the importance of healthy eating. They grow some of their own food to eat. Children are encouraged to be independent, such as by chopping up fruit. The childminder gets to know children well during the settling-in period. Good links with schools support children in their eventual move on to school.

p.2

need to do better?

n The childminder has high expectations for children's learning and behaviour. In the main, most children follow these. However, the childminder does not always make her expectations of children clear enough. This means that, on occasion, some children do not always do as the childminder intends. For example, some children continue to play outdoors when the childminder expects them to wash their hands in readiness for lunchtime.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure understanding of how to keep children safe and protected from harm. She clearly explains the actions she would take should she become concerned about children's welfare, or during medical emergencies. Robust procedures ensure that all adults living in the household are suitable to have contact with children. The childminder knows the steps to take if an allegation is made against herself or a household member. She understands wider safeguarding issues, such as female genital mutilation. Thorough risk assessments ensure that the premises are safe. The childminder attends training to keep her safeguarding knowledge up to date.

p.3

should:

n refine the programme of professional development to better support the communication and language skills of younger children n ensure that expectations of children are consistently clear enough, so that all children understand and follow what is expected of them.

p.3

Setting details

Unique reference number EY561459 Local authority Rochdale Inspection number 10148355 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 11 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018. She lives in the Middleton area of Greater Manchester. The childminder holds a qualification in childcare at level 4. She operates Monday to Friday, 7.30am to 5.30pm, all year round. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the setting, and has taken that into account in his evaluation of the setting. n The childminder and the inspector completed a learning walk and tour of the premises. n The inspector observed the interactions between the childminder and children throughout the inspection and evaluated the impact this had on children's learning. n The inspector held discussions with the childminder, parents and children. n Written comments from parents were taken into account by the inspector. n An observation of an activity was carried out, and the inspector and childminder discussed this afterwards. n Relevant documentation was reviewed by the inspector, including evidence of the training of the childminder.

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Inspection activities

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

4 June 2021 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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