Crossley, Nicola

Overall effectiveness Good

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

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The provision is good

Children appreciate the warm and nurturing environment. They make themselves at home and forge strong bonds with the childminder. Children are extremely settled and secure.

p.2

The provision is good

Children access a variety of activities that cater to their interests and individual learning needs. For example, following children's fascination with torches, the childminder created a den to help children to learn about torches and how they work. During the inspection, children displayed their investigative skills as they operated a variety of torches to create shadows and different coloured lights. Even the babies were eager to have a go. They banged buttons on the action-response toys, which activated lights and music. These interesting activities help children to explore early science and make exciting discoveries, which prepare them well for their future learning.

p.2

The provision is good

Children learn expected behaviour at mealtimes. They sit chatting to their friends and display good table manners. Children also enjoy sampling new foods. This helps them to develop their taste buds and appreciate the need for variety in food. For example, they devour chopped up fruits, such as strawberries, blueberries and grapes. Children's health and safety are further assured because the childminder stays with them while they are eating.

p.2

need to do better?

n Since the previous inspection, the childminder has reorganised the curriculum to help to maximise children's learning. This works particularly well for disadvantaged children. For example, the childminder uses practical resources, such as story props, to help disadvantaged children to develop an early interest in books. A wide variety of books and props are readily available. As a result, children freely select books and experience the joy of reading as they sit together sharing their favourite stories. n Although the childminder's home provides a wealth of learning experiences, a lot of learning takes place outside. For example, children develop their physical skills as they whizz around on the balance bikes and play different ball games. Children also venture on outings to the woods and local fields. These outings give children first-hand experiences of nature and also help them to develop their language skills. For example, children confidently recall the names of

p.2

need to do better?

animals, such as horses and sheep, they saw in the field. These experiences enrich children's learning. n The childminder's assessments of what children know and can do are accurate. As a result, she is able to quickly identify those who need a little support. The childminder shares ideas with parents, so they can support their children's

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need to do better?

8 November 2021 learning at home. This approach helps to enhance further children's learning and progress. n The childminder works closely with teachers at school, which provides continuity in children's learning. For example, she challenges four-year-old children to collect five interesting items to take to school. This makes learning fun and helps children to develop their counting skills. n The childminder understands the importance of preparing pre-school children for their transition to school. She provides more adult-directed activities, focusing on specific aspects of learning. For example, pre-school children enjoy learning about size and capacity as they fill different containers with coloured rice. This helps them to acquire basic skills in early mathematics. n The childminder understands that children need to build their knowledge and skills sequentially. This works well in supporting children's independence skills.

p.2

need to do better?

For example, pre-school children confidently remove their shoes and jackets without any help. This helps to build their learning securely before they move on to their next challenge of hanging their jacket on the coat stand. However, the childminder has not adopted this approach in supporting children's early literacy. For example, children who are not yet comfortable holding pencils are encouraged to practise writing. This does not help children to develop their skills in the right order. n Children have many opportunities to learn about differences between themselves and others. For example, the childminder and children read stories about children who have two mummies. This helps children to recognise that all families are unique. Children also learn about special events, such as Remembrance Sunday, and celebrate different cultural festivals. These experiences help children to develop a positive view of themselves and others.

p.3

need to do better?

n All children display a real passion for learning and thoroughly enjoy their time with the childminder. They display positive behaviour as they share toys with their friends. The childminder manages children's behaviour appropriately, for example by reminding them to use their 'kind hands'. This approach works well most of the time. However, children sometimes struggle to regulate their behaviour, which causes a little disruption to their learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder takes the safety and welfare of children seriously. She ensures that all areas of her home are safe and suitable for children. The childminder has also completed child protection training. As a result, she is acutely aware of the procedures to follow if she has any worries about a child in her care.

p.3

Safeguarding

The childminder teaches children how to keep themselves safe. For example, children know they need to take care when they cross the stream. All children, including toddlers, take responsibility for tidying their toys away. This helps them to understand, from an early age, the importance of keeping their environment safe.

p.3

should:

n help children to develop high levels of self-control n make sure the curriculum for literacy is consistently sequenced to build on children's learning in the right order.

p.4

Setting details

Unique reference number EY421252 Local authority Rochdale Inspection number 10213539 Type of provision Childminder

p.5

Registers

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

p.5

inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection 4 April 2019

p.5

Information about this early years setting

The childminder registered in January 2011 and lives in Middleton, Rochdale. She operates all year round, from 8am 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. The childminder holds a relevant qualification at level 3.

p.5

Inspection activities

n This was the first routine inspection the setting 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 her evaluation of the setting. n The inspector observed the childminder's interaction with the children throughout the inspection. n The childminder and inspector evaluated an activity. n The inspector spoke to children throughout the inspection. n The inspector reviewed some documents, including the childminder's first-aid certificate. n The inspector viewed all areas of the premises, including the back garden.

p.5

Inspection activities

8 November 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

8 November 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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