Barnwell, Wendy Ann

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 thoroughly enjoy their time in the childminder's care. They enter happily and keen to see their friends. Children are safe here. This is because the childminder builds warm, caring and nurturing relationships with them. Children ask the childminder for cuddles and go to her when they need reassurance. The childminder knows the children well. She plans an interesting range of activities that actively promotes their learning and interests. Children develop a love of reading. They bring their favourite books to the childminder and snuggle up on the settee to read. Children's emotional well-being is high. They show that they feel safe as they talk with the inspector and encourage her to read to them.

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The provision is good

Children behave well. They learn to share the resources with their friends and to take turns. The childminder nurtures the children's independence from a very young age. Consequently, children are keen to learn new things, such as how to put their coat on and how to fasten the zip. This fosters their confidence and self- esteem. Children show determination as they preserve at tasks, such as carefully peeling the back off the stickers. They are confident to ask for help when necessary to complete the task. Older children freely express their thoughts and ideas, for example explaining how they made their card and the reasons for its design.

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need to do better?

n The childminder clearly knows the children well. She carefully crafts her curriculum around their specific needs and interests. There is a strong focus on developing children's communication and language skills. Children eagerly join in with songs and rhymes such as 'The Wheels on the Bus'. This helps children to build on their knowledge of rhythm and to learn new songs. n The childminder is a skilled communicator and storyteller. She regularly introduces new words to children such as 'squeeze'. Children then use these words to describe what they are doing. Children listen well as she reads 'Dear Zoo' and eagerly anticipate which animal will appear next. Consequently, children develop a love of reading. n Children are starting to develop an awareness of good health and hygiene through everyday activities. For example, children know to use a tissue to wipe their nose. However, good handwashing practices are not consistently applied.

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need to do better?

This does not support children to understand healthy habits and routines. n The childminder does not create a positive lunchtime experience, as she does not always encourage children to sit at the table and eat their lunch. This means children are not learning about the routines at lunchtime. This does not help them to develop good eating habits or follow the childminder's rules. n Children become increasingly independent. This is because the childminder

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need to do better?

16 May 2023 supports them to develop the skills and knowledge to complete difficult tasks. Children eagerly demonstrate how they can remove the lid on the yoghurt pot or peel the wax of the cheese. This not only promotes children's confidence and self-esteem but helps them to build the dexterity that is necessary for future writing. n Children attempt to count objects with the childminder's support. They are beginning to realise the value of number and what three looks like. They talk about needing 'one more' story and use positional language such as 'up' and 'down' to describe what they are doing. They recognise basic shapes and colours in the environment. Consequently, children develop an awareness of early mathematical concepts. n Positive relationships with parents are key to everything that the childminder does. She collaborates with parents to support the children and to help them make progress, for example working together to support children's language

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need to do better?

development. This has reduced children's anxiety, as they can now make their wishes and feelings known.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Risk management strategies are effective. The childminder helps children to learn how to keep themselves safe. For example, they learn how to cross the road safely because this is revisited on every outing. This helps children to consolidate their learning. The childminder ensures that the family dog does not pose a risk to children. For example, the dog receives regular treatment to prevent any infestations. The childminder has a secure understanding of her responsibilities regarding safeguarding. She is aware of the potential signs which may indicate that a child is being abused. She knows the importance of keeping detailed records and reporting her concerns to the relevant agencies. The childminder is aware of other factors which may affect children, such as domestic violence and radicalisation.

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should:

n strengthen children's understanding of how to keep themselves and others healthy n create a relaxed lunch and snack time experience to help children understand the routines and develop good eating habits.

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Setting details

Unique reference number EY400314 Local authority Oldham Inspection number 10284718 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 5 Date of previous inspection 9 December 2019

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Information about this early years setting

The childminder registered in 2009 and lives in Failsworth. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. She offers funded early education for two-, three- and four-year- old children. The childminder holds an appropriate early years qualification at level 3.

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Inspection activities

n This was the first routine inspection the provider 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 provider. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Children spoke to/communicated with the inspector during the visit. n The inspector observed the quality of education provided and assessed the impact this was having on children's learning. n The inspector carried out a joint observation on a communication and language activity with the childminder. n The inspector spoke to several parents during the inspection and took account of their views n The childminder provided the inspector with a sample of key documents on request.

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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

16 May 2023 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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