Coles, Abigail Mary

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

The childminder has made adjustments to her setting since the COVID-19 (coronavirus) pandemic. Children have adapted well to these changes and part with ease from their parents at the door. Children are safe and happy. Children and adults use hand sanitiser throughout the day and the environment is very clean. Children are incredibly confident and friendly. They happily talk about what they are doing and what is happening next. Children love to engage in imaginative play. They enjoy pretending to make cups of tea and soup in the play kitchen.

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The provision is good

Children are exceptionally well behaved. They demonstrate a very good understanding of how their words and actions make others feel. Children show a high level of regard for each other and the childminder. Children resolve conflict in a positive manner with little support from the childminder. Children are incredibly caring and considerate to their friends. They offer each other cuddles and reassuring words when needed. The childminder has high expectations for the children. Children have a deep understanding of the setting rules and they follow these in an exemplary manner. Children are continuously involved in decision- making. They have an active voice and make choices for themselves. They are showing high levels of independence in their learning.

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need to do better?

n Children show a love of books and have great fun acting out their favourite stories and dressing up. The childminder supports children's communication and language development and, overall, children are confident talkers. However, the childminder does not always put her knowledge into practice. She does not consistently model the correct sounds and pronunciations of words to support younger children's emerging speech. n Children are incredibly motivated in their learning due to the interesting and challenging curriculum provided by the childminder. They have opportunities to share and work together to problem solve. Children have great fun setting up ramps in the garden. They work as a team, and take turns, to find which vehicles move the fastest. Children show high levels of persistence when they encounter challenges. n Children have ample opportunity to be physically active in the garden and local

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need to do better?

park. They show a real interest in caring for wildlife and enjoy watching the birds on their feeder. Younger children understand the importance of looking after the environment and help clear litter while out in the community. They go on trips, such as to the airport, to learn about the world around them and different modes of transport. n The childminder has an in-depth knowledge of the local community and other ethnicities, faiths and beliefs. She ensures even the youngest children learn what

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need to do better?

21 July 2021 makes them unique, to respect differences and celebrate other cultures. The childminder supports this learning in a very meaningful and relatable way, making really good use of books and props to support the key messages. Children talk respectfully about the colour of their skin and how this is different to others. n Very young children have a real understanding of the importance of managing their personal care and show high levels of independence. Children are completely in tune with their feelings and emotions and demonstrate an incredible ability to calm themselves. They are confident to express themselves fully in a very positive manner. n The childminder has good relationships with parents. She offers home visits as part of the settling-in process, which provides children with additional support. The childminder guides parents on how they can enhance children's learning. She sends learning packs home which meet the individual needs of the children,

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need to do better?

supporting them to extend their learning further. n The childminder has good links with other professionals and understands how to make referrals to secure support for children with special educational needs and/ or disabilities. However, the childminder does not always swiftly seek guidance to help her provide the best support for children at risk of falling behind in their speech and language development. n The childminder evaluates and reflects on her practice. She is part of a childminding network where she shares information and attends training. This enables her to keep her knowledge current.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a very good understanding of how to keep children safe from harm. She is aware of the signs and symptoms to look out for which may indicate a child is at risk. The childminder is aware of the wider safeguarding issues and risks to children. The childminder knows how to make referrals and report concerns. The childminder carries out daily risk assessments of the indoor and outdoor environment. This ensures that hazards are minimised or removed. The childminder carries out further risk assessments to ensure the children are safe when on outings.

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should:

n adapt the curriculum to ensure that the correct use of words and vocabulary is modelled and promoted consistently n promptly seek guidance from other professionals to give the best support for children at risk of falling behind in their speech and language development.

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Setting details

Unique reference number EY559237 Local authority Rochdale Inspection number 10190803 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 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Rochdale, Lancashire. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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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 her evaluation of the provider. n The inspector carried out a learning walk with the childminder. n The inspector and the childminder carried out a joint observation. n The inspector talked to the children and observed their play and learning. n The inspector reviewed feedback from parents. n The inspector held discussions with 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

21 July 2021 21 July 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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