Atkinson, Jennie

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

p.1

The provision is good

Children appear happy and content at this good-quality setting. They show high levels of engagement as they play and follow their own ideas. Children giggle with delight as they mix cornflour and shaving foam into water to make 'potions'. They develop their small-muscle skills as they use spray bottles and squeeze water from sponges. Children use their hands to make 'dinosaur prints' on the ground. They demonstrate good physical dexterity and spatial awareness as they play running games outdoors.

p.2

The provision is good

Children develop positive relationships with the childminder and the other children. They are confident to ask for the toys they want to play with. Children show interest towards visitors and happily engage in conversations. They share toys, play well together and help to tidy toys away when they have finished playing with them.

p.2

The provision is good

The childminder ensures that parents remain involved in their children's care and learning during the COVID-19 (coronavirus) pandemic. Information is shared daily with parents verbally and electronically. Children are enabled to continue learning at home. For example, they take books home to share with their parents. Parents praise the childminder for having a 'nurturing and stimulating' setting.

p.2

need to do better?

n Children's well-being is the childminder's priority, given the impact of the COVID- 19 pandemic. She reflects on her practice and demonstrates a good capacity to continually improve. For example, the childminder intends to provide more adult- led activities to support older children in readiness for their move on to school. n Children are provided with a rich curriculum which follows their interests. For example, they are enthusiastic as they go on a shape hunt indoors. Children skilfully use scissors to cut out different paper shapes. They use these shapes to find objects in the environment which are the same shape. For example, children become excited when they discover that a dog's ear is like the shape of a triangle. n Overall, next steps in children's learning are identified, which helps to inform what they need to learn next. However, the childminder does not always help children to consolidate and extend their mathematical knowledge. For example,

p.2

need to do better?

children do not make frequent use of mathematical words in their everyday activities or practise their counting skills. n In the main, children's communication, language and literacy skills are well promoted. Children show interest as they listen to stories. The childminder uses questioning to check children's understanding and engages children in thoughtful conversations as they play. However, the childminder does not

p.2

need to do better?

21 June 2021 consistently model the correct pronunciation of words when children use words or sentences incorrectly. This means that children's communication and language skills are not fully supported to develop to the highest level. n The childminder has high expectations for children's behaviour, which children follow well. They are encouraged to learn manners by saying 'please' and 'thank you' at snack time. Children learn about similarities and differences between themselves and others. For example, they look at pictures of children who live in different countries. Children learn that not all families are the same. This enables children to learn tolerance and respect toward others, and prepares them well for life in the society they live in. n Children eat healthy foods and drink water. The childminder supports them to develop their growing independence skills. For example, she encourages them to

p.2

need to do better?

put on their own shoes and wash their hands in readiness to eat. Children persevere with these tasks even if they face difficulties. The childminder spends time getting to know children during the settling-in period and supports them in their eventual move to school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder attends regular safeguarding training to keep her knowledge up to date. She has a good understanding of how to protect children and keep them safe from harm. The childminder knows the referral procedure and understands the steps to take if an allegation is made against a household member. She demonstrates a good knowledge of wider safeguarding issues, including female genital mutilation and peer-on-peer abuse. Detailed risk assessments ensure that the premises are safe and secure.

p.3

should:

n refine the curriculum for mathematics to better support the development of children's mathematical skills and knowledge n strengthen knowledge around the modelling of language, to support children's communication and language skills to the highest level.

p.3

Setting details

Unique reference number EY558551 Local authority Rochdale Inspection number 10190323 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 3 Number of children on roll 4 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in the Middleton area of Manchester. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She holds an early years qualification at level 5.

p.4

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in his evaluation of the setting. n The childminder and the inspector had a learning walk and tour of the premises. n The inspector observed the interactions between the childminder and the children throughout the inspection. He evaluated the impact of these on children's learning. n Activities were observed, and the inspector and the childminder discussed these afterwards. n The inspector held discussions with the childminder and the children at appropriate times during the inspection. n The inspector took account of parents' views by reading a written statement and holding a telephone conversation. n Relevant documentation was reviewed by the inspector, including evidence of the childminder's training and suitability.

p.5

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.

p.5

Inspection activities

21 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.

p.5

Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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