Childminder in Rochdale

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 are happy and safe at this warm and caring setting. The childminder makes it her priority to get to know children and their families well during the initial settling-in period and throughout their time at the setting. This has been particularly important during the COVID-19 pandemic, as some children had not been around people other than their immediate families. Despite the challenges that this posed, children settle well and show that they are extremely comfortable in the childminder's care. For example, when they feel tired or need reassurance, they approach the childminder for a cuddle.

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The provision is good

Children demonstrate positive attitudes towards their learning. For example, they are curious when they hear a windchime in the garden and suggest that it is a bird in the sky. They show fascination as they notice that a windmill moves in the wind. Children delight while blowing bubbles and chasing them. They develop their small- muscle skills as they make marks using felt-tip pens and chalks. Children enact the roles of doctors while using a stethoscope and placing this on a doll's tummy. They show good coordination and large-muscle skills as they stack wooden blocks to make a tower and kick balls outdoors.

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need to do better?

n The childminder's vision is for children to be happy, well cared for and to thrive in their learning and development. She uses self-evaluation to reflect on ways to continually improve and seeks the views of children and parents. For example, the childminder has created vibrant new areas for children to play in, so that all areas of learning are promoted. n Overall, the childminder provides children with a curriculum which follows their interests and builds on what they already know and can do. Thorough assessment arrangements help the childminder to identify children's next steps in learning. That said, the planning and implementation of the curriculum do not always enable younger children to consistently engage and progress fully in their learning. For example, on occasion, they are not as confident to fully participate in activities, and, sometimes, they cannot use the resources that they show an

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need to do better?

interest in. n The childminder prioritises children's communication and language development. For example, she introduces children to new words, such as 'squash' and 'squeeze'. Children repeat new words as they hear them. The childminder fosters children's love of books and singing by providing these activities for children each day. n The childminder teaches children about the world around them and some of the ways that they are unique. For example, children enjoy trips to the local park, farm and shops. They learn about different cultures and festivals, such as

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need to do better?

20 April 2022 Chinese New Year and Easter. Children learn that they should respect differences. These experiences help to prepare children for life in the society in which they live. n Care practices are good. The childminder follows stringent hygiene routines to promote children's good health. She supports children to grow in their independence. For example, she encourages them to prepare the fruit for lunchtime, for example by washing and chopping it. That said, the childminder does not always make use of such opportunities to teach children how to use tools most effectively and safely. n Children show good behaviour and follow the childminder's instructions. The childminder reminds children to use good manners and nurtures their sense of achievement. Children are learning right from wrong and that their actions have an impact on others. When they need a little support with this, the childminder does this appropriately and sensitively.

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need to do better?

n Partnership working is strong. The childminder has good links with schools to enable continuity of care. Comments from parents are overwhelmingly positive. They report that the childminder is 'like a second family' and goes 'above and beyond'. Parents say that their children have come on 'leaps and bounds' and always go home with a 'big smile'. They value the information that the childminder provides to help them to support their children's learning at home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The premises are safe and secure. Robust procedures ensure that all adults living in the premises are suitable to have contact with children. The childminder knows the steps to take if an allegation is made against herself or a household member. She attends a wide variety of safeguarding training to ensure that this knowledge is broad and up to date. The childminder knows how to keep children safe and protected from harm. She understands the local authority's referral procedure to refer concerns about children's welfare. The childminder understands safeguarding issues, such as so-called honour-based violence and domestic abuse.

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should:

n refine the planning and implementation of the curriculum so that younger children consistently engage in activities which help them to progress fully in their learning n review and make better use of opportunities to teach children how to use tools most effectively and safely.

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Setting details

Unique reference number EY383315 Local authority Rochdale Inspection number 10065640 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 3 Number of children on roll 5 Date of previous inspection 14 September 2015

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Information about this early years setting

The childminder registered in 2009 and lives in Middleton. She operates all year round from 7am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3.

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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 tour of the premises and a learning walk to determine the childminder's aims and rationale for the curriculum. n An observation of an activity was carried out, and the inspector and the childminder discussed this afterwards. n The inspector observed the interactions between the childminder and children throughout the inspection and evaluated the impact on children's learning. n The inspector held discussions with the childminder, children and parents. n Written comments from parents were considered by the inspector. n Relevant documentation was reviewed by the inspector, including evidence of the childminder's training.

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Inspection activities

20 April 2022 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

20 April 2022 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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