Bamford, Sarah

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 well settled and are comfortable in their environment. They have a good range of resources to support their learning and development. Children learn about routine and expectations for their day. For example, together, with the childminder and her assistant, they discuss what key events will be happening and negotiate activities to plan for the session. This give children a sense of independence and ownership of their learning. Resources and opportunities are readily available and plentiful. However, this can, on occasions, mean children become distracted from retaining focus on planned learning. Children develop a good understanding of personal well-being from an early age. They understand the importance of handwashing routines, eating a well-balanced diet and undertaking physical exercise. For instance, children speak confidently about their lunches from home and the benefits of what they have brought. Children have ample

p.2

The provision is good

opportunities for outdoor learning. They have access to an outdoor area at the childminder's home and spend time daily enjoying green spaces, parks or trips further afield, such as to a children's theme park. The childminder encourages children to learn about their local community through planned visits to shops and venues to develop an understanding of diversity and equality.

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need to do better?

n The childminder has a good knowledge of how children learn and she has high expectations for children's progress. A vast number of resources are easily accessible for children to use and play with. This means that, occasionally, children can become distracted from their play and move to other areas quickly. This can mean that children's learning can be hindered. n Children are progressing at a good pace. The childminder assesses children's learning and interactions to ensure she is providing interesting and exciting activities for children. She identifies gaps in children's learning and works with other professionals, such as speech and language therapists. This means children's individual needs are well supported. n The childminder and her assistant reflect on their provision weekly and plan for children's ongoing experiences. They use this time to support each other's learning and to identify training and research to support them in achieving

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need to do better?

positive outcomes for children. n Children develop good speech and language skills. They are able to communicate their needs well. The childminder has developed strategies to support children in progressing with their language skills. For example, she has dedicated times to complete tasks and games that support language acquisition. Children excitedly engage in a matching and sorting game that encourages speech and letter sounds. This supports children's communication skills. n Children behave well. They learn about being kind, taking turns and sharing. The

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need to do better?

29 July 2022 childminder and her assistant support all achievements within the child's life and recognise them, which supports good self-esteem. Children receive stickers for a positive contribution to the day, from helping to tidy up to joining in with a game. This elevates children's self-esteem. n Children are eager learners and embrace spontaneous activities. When a spider is seen in the playhouse, the childminder and her assistant quickly act on it, providing learning resources to help children investigate and explore. They peer through magnifying glasses, count legs, talk about how they move and sing songs about spiders. This helps children to develop their natural curiosity and desire to learn. n The childminder has developed a water wall to support children's interest in cause and effect. She provides children with tools to transport water and vessels to hold liquids. Children talk about speed and volume. They count how long

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need to do better?

water takes to travel and discuss what container holds the most water. This supports children's mathematical development. n Parent partnerships are strong. The childminder shares information with parents about their child verbally and through a secure online group. Grandparents are also able to access this group, with permission, to ensure they do not miss out on their grandchildren's experiences. Parents are extremely complimentary. They praise the activities and learning experiences offered to children and the importance of the group social events to meet other parents for support.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant have good knowledge of safeguarding and child protection. The childminder is aware of the signs and symptoms of abuse, including the more complex issues that children face. She is clear on the process to follow should she have any concerns about a child in her care. The childminder understands how to manage any allegations which may be made against her, her assistant or a member of her family. She shares safeguarding policies and procedures with parents. The childminder completes regular risk assessments to help her identify any hazards within the environment and on outings. She makes plans to act on any potential risks and manages them effectively. The childminder teaches children how to manage their own risks from an early age. For example, children learn about road safety and how to safely get down from high platforms.

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should:

n adapt the time and resources given to children to allow them to focus on their ongoing learning.

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Setting details

Unique reference number EY559339 Local authority Rochdale Inspection number 10190344 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 12 Number of children on roll 15 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in the Milnrow area of Rochdale. She provides care all year round, from 7am to 5pm, Tuesday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3 and works with an assistant.

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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 provider and has taken that into account in their evaluation of the setting. n The inspector considered the views of parents by reviewing feedback letters and questionnaires. n The childminder and the inspector completed a learning walk together and discussed the childminder's intentions for children's learning. n The inspector spoke to the childminder, her assistant and children at appropriate times during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The childminder provided the inspector with a sample of key documentation on request, and the inspector reviewed the suitability of assistants and adults living in the home.

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Inspection activities

29 July 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

29 July 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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