Begum, Ruhama

Overall effectiveness Good

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

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The provision is good

Children are happy in this friendly and nurturing environment. They quickly form strong bonds with the childminder, who is very attentive to children's individual needs. Her kind, calm and gentle approach helps children feel safe and secure. The childminder interacts warmly with children. For example, she uses lots of eye contact and a soft tone of voice. Furthermore, the childminder skilfully uses sign language, which helps young children to communicate their needs and feelings. The childminder values each child as an individual and has high expectations of what they can achieve.

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The provision is good

Young children behave well. They are developing an understanding of routine and listen to the instructions given by the childminder. The childminder models polite and friendly behaviour. She continuously praises children for their efforts and recognises their achievements. The childminder offers lots of reassurance and cuddles when needed. This helps children develop a strong sense of belonging and helps to raise their confidence levels and self-esteem. The childminder intends to further children's social skills and confidence in larger group situations to do this, she resumes visits to places of interest in and around her local community following the COVID-19 pandemic.

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need to do better?

n The childminder has made good progress since her last inspection. She has welcomed support from the local authority and has attended training to help further develop her knowledge and understanding of the early years curriculum. The childminder has a good overall knowledge of how children learn. Her activities are planned with clear learning intentions and she is committed to helping all children achieve. However, occasionally, she does not provide age- appropriate resources and activities; these are sometimes too challenging for young children. That said, children are making progress from their starting points. n The childminder increases children's knowledge and skills by slowly introducing new ideas and opportunities to broaden their experiences. However, sometimes, she does not make the most of everyday play activities to further support children's early literacy. In particular, activities linked to the development of the

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need to do better?

physical skills needed for making marks and developing pencil control are not yet fully explored. n Children are able to develop their independence and self-care skills through routines and everyday experiences. For example, the childminder models how to use a fork to pick up segments of watermelon. Young children struggle at first. However, through the childminder's gently coaxing and encouragement, they master this skill for themselves. Young children are beginning to initiate their

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need to do better?

2 September 2022 own learning as they independently select what they would like to play with. They lead the childminder by the hand to show her what they want. Resources are stored in clear plastic containers and open shelves to encourage independent selection. n Young children enjoy being outside. They develop their gross motor skills as they play with different-sized balls. The childminder models how to kick, catch and throw and children attempt to copy these movements. The childminder is playful in her interactions and demonstrates how to take turns in play. n Children's communication and language are a focus of the childminder's practice. She provides a running commentary as children play, which helps give meaning to what children are doing and ensures that they hear lots of vocabulary. In addition to her skilful use of sign language, the childminder uses objects to aid the children's understanding. She repeats key words and phrases and uses

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need to do better?

simple instructions. The childminder works in close partnership with parents to ensure that children receive any additional support that they might need. n The childminder is committed to improving her knowledge and skills. She completes all mandatory training and accesses support from the local authority. Furthermore, the childminder liaises with other providers in the local area where they share practice ideas, knowledge and skills. This has led to improved outcomes for the children and an overall improvement in her understanding of the early years foundation stage.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her role and responsibility in protecting children from harm. She is able to recognise the signs that may indicate a child may be at risk. The childminder is clear on the procedures to follow should she have a concern regarding the welfare of a child. She completes safeguarding training regularly to help her keep up to date with current safeguarding requirements and her statutory duties. This includes protecting children from the influence of extremist views. The childminder has detailed policies and procedures that underpin her good practice. Her home is safe and secure. She conducts regular risk assessments to ensure that children are able to play in a safe and secure environment.

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should:

n ensure that activities and resources support younger children's learning at the right level for their age and stage of development n provide more opportunities for children to develop their fine motor skills to support their emerging literacy development.

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Setting details

Unique reference number EY496643 Local authority Rochdale Inspection number 10216713 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 3 Date of previous inspection 12 November 2021

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Information about this early years setting

The childminder registered in 2016 and lives in Sudden, Rochdale. She operates seven days a week all year round, except for bank holidays and family holidays. The childminder also provides overnight care on request. She provides funded education for two-, three- and four-year-old children.

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Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder and inspector discussed the early years curriculum. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n Documentation was considered throughout the inspection, including evidence of the suitability of adults living in the household, qualifications and first-aid certificates.

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Inspection activities

2 September 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

2 September 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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