Claire Elizabeth Brierley

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 are happy and settled at this friendly and warm setting. Despite changes to routines due to the COVID-19 (coronavirus) pandemic, children adapt well and take changes in their stride. For example, as they enter the setting, children use hand sanitiser and cheerfully wave goodbye to their parents. The childminder is proud of the positive relationships that she builds with children. There is mutual understanding and respect between children, and with the childminder. Children show curiosity and confidence as they approach the inspector. They ask him questions, such as 'What is your name?' and 'Why are you here?'.

p.2

The provision is good

Children engage well during adult-led activities with the childminder. They explore the texture of sand as they scoop it into moulds to make sandcastles. Children develop their small-muscle skills as they use rollers to make the sand smooth and flat. Outdoors, children show good physical skills as they throw balls through nets. They giggle with delight as they chase bubbles. Children notice a snail outdoors, which prompts discussions about where snails live and if snails like the rain or not. This helps children to understand about living things and the wider world.

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need to do better?

n The childminder provides a stimulating environment for children, which enables them to make good progress. For example, she sets up a 'using hands area' to promote children's physical development, while also targeting other areas of learning, such as mathematics. The childminder is self-reflective and identifies ways to further improve. Having said this, the views of parents are not routinely obtained to enhance the childminder's self-evaluation. n Overall, children access a rich curriculum, which builds on their interests and what they already know and can do. For example, children play a mathematics game with the childminder, where they throw beanbags to knock down numbered cups. The childminder encourages them to count and to name the numbers. Children engage in an investigation with the childminder to find out if objects sink or float. However, the planning of the curriculum does not always fully promote children's confidence in leading their own play and learning. For

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need to do better?

example, children are sometimes overdependent on the childminder's guidance, rather than following their own ideas. n Children's communication, language and literacy development are very well promoted. Children access a wide range of quality books to promote their learning. They listen and engage with stories remarkably well. Children sing songs and remember the actions which accompany each song. The childminder engages children in particularly thoughtful conversations and asks them questions to check their understanding. For example, they discuss how bees are helpful to us because they make honey. The childminder consistently introduces

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need to do better?

30 July 2021 children to new words, such as 'steam, mixture' and 'whimpering'. n Children learn about what makes them unique. For example, they look at their reflections in mirrors and notice that they have a 'circle face'. Other children comment that their 'hair has started to grow'. The childminder shares new books about different families and diversity. This helps children to learn more about the similarities and differences between themselves and others. n Children are considerate of other people and learn to take turns with toys. They understand the childminder's expectations and follow routines well. For example, when the childminder asks children to stand in a line before going outside, they do this without delay. n Care practices are good. Children eat nutritious, home-cooked food, which parents are grateful for. They learn to put their own shoes on and tidy up their bowls after eating. When children wash their own hands, they comment that, 'if

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need to do better?

we don't have dirty hands, we won't get sick'. This prompts further discussions which help children to understand how to stay healthy and well. n Parents comment that their children 'thrive' because the childminder is 'really good with children'. They value the pictures and care updates provided by the childminder. However, parents are not always given information to help them to fully support and extend their children's learning at home. In addition, the childminder does not always seek parents' views when completing the progress check for children aged between two- and three-years-old.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The premises are safe and secure. The childminder completes regular safeguarding training and keeps this knowledge up to date. She has a secure understanding of how to keep children safe and protected from harm. She knows the actions to take should she become concerned about children's welfare. The childminder knows the referral procedure to follow if an allegation is made against herself or a household member. Robust procedures ensure that all adults living in the household are suitable to have contact with children. The childminder understands safeguarding issues, such as breast ironing and radicalisation.

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should:

n enhance curriculum planning to better support children's confidence in leading their own play and learning n strengthen partnership working with parents, so that they are fully involved in the evaluation of the setting and with their children's learning and development.

p.3

Setting details

Unique reference number EY557606 Local authority Oldham Inspection number 10175242 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 4 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. She lives in the Royton area of Oldham. The childminder has an appropriate early years qualification at level 3. Sessions are Monday to Friday, 7am to 6pm, all year round, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

p.4

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 A sample of relevant documentation was reviewed by the inspector, including evidence of the training of the childminder. n The childminder and the inspector completed a learning walk and tour of the premises. n The inspector held discussions with the childminder, parents and children, at appropriate times during the inspection. n A written comment from a parent was taken into account by the inspector. n An observation of an activity was carried out, and the inspector and childminder discussed this afterwards. n The inspector observed the interactions between the childminder and children throughout the inspection and evaluated the impact this had on children's learning.

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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

30 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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