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

The childminder has built strong bonds with children, gathering information about each child from their parents as they settle in. She uses this information and her observations of the children to arrange a curriculum that children are eager to join in with. For example, the childminder wants to teach children about shapes. She has noticed that children enjoy using dough, and provides an activity so children can use shapes while playing with dough. The childminder talks to the children about the names of the shapes. Children concentrate well and they practise naming shapes. Children are happy at this setting, which parents describe as their children's 'home from home'.

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The provision is good

The childminder knows the importance of children developing their social skills in readiness for school. She arranges many opportunities for the children to play in larger groups. For example, they meet with other childminders at soft-play centres. Children build friendships and they learn to share and turn-take. The childminder supports children to learn how their behaviour impacts others. Children behave well in this setting. The childminder maintains good supervision of the children and she manages the different ages and abilities well. Older children mirror her caring behaviour. For example, they help the younger children to zip up their coats. Parents comment on how well the children behave when they are out with the childminder. For example, when going to school, children hold on to the pushchair, and they listen carefully to the childminder. This helps to keep children safe.

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need to do better?

n The childminder wants children to be confident and independent and she considers this in planning the curriculum. For example, children are encouraged to help prepare the table for lunch. They smile with pride as they complete 'big jobs', such as putting out the plates and cutlery. Children's confidence increases and they become proficient in many self-care tasks. n The curriculum supports children's language development. The childminder offers children new words, such as 'squeeze' and 'squish' as they play with dough. This helps to widen children's vocabulary. n The childminder maintains all her mandatory training, for example paediatric first aid. This helps to keep children safe. In addition, she uses professional discussions with other childminders to share ideas and good practice. However, sometimes, professional development does not focus enough on planned improvements for the setting. For example, online training is chosen on an ad-

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need to do better?

hoc basis. The childminder's professional development does not consistently build her knowledge to strengthen the curriculum and enhance outcomes for children. n Children's physical development is supported well. The childminder plans

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need to do better?

2 February 2024 activities, such as trips to soft-play centres and the woods, to help children develop their large muscles. Children have a tremendous time as they learn to balance and climb. They make good progress with their physical skills. n The childminder helps children to develop a love of books. For example, she takes the children on regular trips to the library, where they explore books and join in singing and rhyme times. Children spontaneously sing familiar rhymes while playing. They show good recall skills. These skills will support children at school when they are learning to read and write. n Partnership with parents is good. Parents say the childminder 'works her magic' on the children. They are 'amazed' at the progress their children make. Parents say they are invited to give regular feedback to the childminder to evaluate the provision. For example, they discuss the outings that children experience.

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need to do better?

Parents explain how they work closely with the childminder on planned targets, for example for toilet training. Children benefit from a consistent approach between home and the childminder's. n Hygiene routines are effective. Children have their own towels to wash and dry their hands. They know to wash their hands before lunch or snack time and after messy activities. Children are helped to develop good hygiene routines. n The childminder observes children well and she has a secure understanding of child development. She identifies areas for development and provides support. For example, children sometimes use incorrect language such as 'doggy' or 'moo cow'. The childminder models correct language, saying 'dog' and 'cow'. Children learn the correct words, which helps effective communication. n The childminder knows that oral hygiene is a priority in the local area. She reads children stories about teeth brushing, and she provides children with toy teeth

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need to do better?

and toothbrushes so they can practise their brushing skills. Children are enthusiastic about keeping their teeth clean. They are building their understanding about healthy lifestyles.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n focus professional development to strengthen knowledge and improve the curriculum.

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Setting details

Unique reference number EY544012 Local authority Rochdale Inspection number 10305515 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 14 Date of previous inspection 23 February 2018

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Information about this early years setting

The childminder registered in 2017 and lives in Middleton, Rochdale. She operates all year round from 8am to 5pm, Monday to Friday, term time only. The childminder provides funded early education for two-, three- and four-year-old children.

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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 their evaluation of the childminder. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the quality of education being provided, and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

2 February 2024 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 February 2024 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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