Childminder in Oldham

Overall effectiveness Good

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

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The provision is good

Children and their families are enthusiastically welcomed by the childminder and her assistant. Children are very settled and show they feel safe and secure in this caring, home-from-home environment. Children confidently explore the activities on offer and demonstrate an eagerness to learn new things. For example, they test different cars and experiment with the angle and position of large tubes and ramps to see if they can make the cars travel faster. Children benefit from lots of activities and experiences that help them develop the skills and attitudes they need for school. They enjoy stories, they are beginning to listen carefully and attempt to predict what will happen next in the story. As children play, they are learning to count, compare sizes, and match colours and shapes. At times, the childminder is too eager to help. This means children are not always given enough thinking time, to enable them to independently solve problems or respond to questions.

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The provision is good

The childminder has worked hard to minimise any disruption to her curriculum and children's care and learning during the pandemic. The childminder recognises that children have had fewer opportunities to build friendships, develop social skills and to be physically active. To help address this, children are provided with lots of opportunities to develop their physical skills. For example, when using large-play equipment, children learn to climb, balance and jump. The outdoors is very well used to provide safe opportunities for children to meet others and develop their social skills. Children are learning to recognise their own feelings and those of others. The childminder is a positive role model who encourages children to think about, and understand how they are feeling. This helps them learn how to manage their own behaviour. Children are learning good manners and how to share and take turns.

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need to do better?

n Partnerships with parents have remained a very high priority. The childminder has made good use of outdoor areas to meet and establish very positive relationships with children and their families. This means children have continued to settle quickly and parents have had the time to share what they know about their child before they start. n Children enjoy a wide range of enjoyable activities. The childminder provides activities that she knows will interest the children and are broadly matched to their capabilities. However, the childminder does not always precisely identify the skills and knowledge children already have, in order to challenge children to reach the highest level in their learning. n Adults model language well. They help children develop a love of books and routinely introduce new words to help extend vocabulary. The childminder monitors the progress children make, particularly in their speech. This means

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need to do better?

10 June 2021 children who are at risk of falling behind their peers are quickly identified. The childminder helps parents to make direct referrals when appropriate, to ensure children get the support they need as quickly as possible. n Parents speak very highly of the childminder. They say their children thoroughly enjoy their time with her and are eager to attend. Parents report positively on the rapid progress children make, in particular, with their speech and their personal, social and emotional development. n Children benefit from lots of outings in the fresh air and daylight. This helps to promote their good health and well-being. Children enjoy learning about the natural world, such as the life cycle of butterflies and discovering how to plant and take care of living things. The childminder is less confident in helping children learn about people, families, and communities beyond their own. n In the main, the childminder manages her provision for children very well. Both

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need to do better?

the childminder and her assistant have completed relevant training to update their knowledge, for example, in relation to child protection and paediatric first aid. However, professional development to help the childminder and her assistant to provide a well-planned and sequenced curriculum is limited.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant have a clear understanding of their role and responsibilities regarding child protection. They are able to implement appropriate procedures if they have any concerns about a child's well-being, without delay. The childminder also knows the agencies to contact should an allegation be made against herself or a family member. Children's safety is assured through the childminder's vigilance and direct supervision, both within her home and while on outings. The childminder increases children's understanding of risk and how they can keep themselves safe effectively, for example entering into a discussion with children as they play outside, to help them identify the safest place to run.

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should:

n extend the programme of professional development to support the delivery of a coherently planned and sequenced curriculum n ensure children have enough time to think and respond to questions and problems to help consolidate their learning n strengthen the educational programme to raise children's understanding of people, families, and communities beyond their own.

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Setting details

Unique reference number EY417235 Local authority Oldham Inspection number 10129327 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 12 Number of children on roll 14 Date of previous inspection 14 October 2019

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Information about this early years setting

The childminder registered in 2010 and lives in Royton, Oldham. She operates from Monday to Friday, 7.30am to 6pm, all year round, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. She works with an assistant.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n A learning walk was completed with the childminder to gain an overview of how the curriculum is organised and delivered. n The views of children and their parents were considered by the inspector as part of the inspection. n The inspector observed children's activities and their interactions with the childminder. n The childminder and the inspector jointly evaluated the activities provided, the quality of teaching and the impact this had on children's learning.

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Inspection activities

10 June 2021 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

10 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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