Suthers, Jane Karen

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 a warm and positive relationship with the children. As a result, children separate easily from their parents and quickly settle as they play with the toys or read a book. Children are happy and relaxed as they independently choose from a range interesting activities, carefully chosen to reflect their interests. This shows that they feel safe and secure.

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The provision is good

The childminder has high expectations for children's behaviour and is an excellent role model. Children clearly understand and follow the well-embedded routines. They are polite and helpful and say 'please' and 'thank you'. Children help to tidy the toys away or sweep up sand off the floor. They play happily alongside each other, chatting about what they are doing. When occasional minor disagreements happen, the childminder steps in quickly, reminding children why it is important to share toys or take turns.

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The provision is good

The childminder has a focus on developing children's early language and communication skills. Children are highly engaged as they play with a set of toy zoo animals and miniature bricks. They carefully build a wall to separate the different types of animals. The childminder skilfully encourages the children to talk about what the animals look like. She also introduces interesting new words such as 'enclosure'. This supports the development of children's vocabulary and speaking skills well.

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need to do better?

n This highly experienced and knowledgeable childminder has developed an effective curriculum. She assesses children when they join the setting and plans activities to support them to make good progress in their learning and development. The tracks children's progress and identifies next steps for each child. However, the childminder does not consistently share information with parents to help to extend their children's learning at home. This does not fully support continuity in their learning. n Children have lots of fun when they choose to play in the well-organised outdoor space. They play imaginative games, pretending to travel to their friends' houses on a push-along motorbike. Children are encouraged by the childminder to kick, dribble and bounce a football. They concentrate hard as they fill containers with sand and pat it down hard with a spade. They laugh in delight as they turn the sand out to reveal a sandcastle. These activities support the development of

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need to do better?

children's physical and problem-solving skills. n The childminder ensures there are lots of opportunities for children to read books and listen to familiar stories. Interesting books are placed alongside activities. For example, there are books about a trip to the zoo next to the toy

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need to do better?

19 April 2024 animals. Children listen intently as the childminder reads the story of 'The Very Hungry Caterpillar'. They match the foods in the story to pictures of food and excitedly flap the wings of a paper butterfly as the butterfly emerges from the cocoon. This effectively develops children's early reading skills and promotes a love of books. n The childminder takes every opportunity to include mathematical language in activities. Children work cooperatively with each other to build a tall tower of bricks. They discuss with the childminder if it is taller or shorter than they are. Children compare toy animals and place them in size order. They also search for giant numbers which the childminder has hidden in the sand. These purposeful activities help to develop children's mathematical vocabulary and understanding of number. n Children learn how to keep themselves healthy. The childminder teaches them

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need to do better?

the importance of washing their hands before they eat and why germs are harmful. Children are encouraged to try different fruits and vegetables at snack time, which helps them to understand about healthy food choices. They help themselves to regular drinks of water and discuss with the childminder why it is important to stay hydrated. n The childminder has a positive partnership with parents. Parents speak very highly of the childminder. They report that their children are happy, settled and love going to the childminder's house. They say that their children talk positively about the different groups that they attend with the childminder, such as singing at the local playgroup. This helps to build children's confidence in larger group settings.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n develop positive partnership with parents to help to further extend children's learning at home.

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Setting details

Unique reference number EY421599 Local authority Oldham Inspection number 10335247 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 0 Date of previous inspection 8 June 2018

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Information about this early years setting

The childminder registered in 2011 and lives in Failsworth, Oldham. She operates all year round, from 8am to 5.30pm on Monday to Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3. She 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 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 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 EYFS curriculum. n The inspector spoke to children, to find out about their time at the setting. n The inspector observed the interactions between the childminder and children. 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

19 April 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

19 April 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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