Childminder in Oldham

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

p.1

The provision is good

The childminder builds good relationships with children and tunes into the things they need. She notices when children need reassurance and gives them cuddles. Children are happy and safe in the childminders care. The childminder provides a good range of experiences for children to explore and investigate. Children enjoy playing with dough and squeezing it to make different objects. Children demonstrate positive attitudes to learning and are keen to participate in activities. The childminder sings with children while they are playing together. Children join in with the singing and sing independently. This helps children to use a good range of vocabulary.

p.2

The provision is good

The childminder has high expectations of what children are capable of doing. She plays alongside children extending their knowledge and understanding. They talk about frogs, ghosts and candlesticks as they look at books. Children are making good progress in their learning and development. The childminder gives children explanations about what is going to happen next. She talks to children about it being snack time and how they need to sit at the table to eat. This helps children understand what is expected of them.

p.2

need to do better?

n The childminder has established an effective curriculum to support the development of children's physical skills. Children hold paint brushes with control to intentionally make shapes. This helps children to be skilful in making marks which have meanings. n The childminder sometimes does things for children that they are capable of doing themselves. She wipes children's hands and noses for them and paints things on their behalf. This means children are sometimes frustrated as they want to be independent. n The childminder supports children to develop a love of books. They enjoy looking at books together and talk about the things they can see in the book. This helps children to develop their early literacy skills, for example children learn how to turn the pages in the books and they name and talk about pictures. n The childminder sometimes answers questions that she has asked children. Children do not always have enough time to process the question and formulate

p.2

need to do better?

a response. This means children do not always use their language to explain their ideas and thinking. n The childminder undertakes training to help develop her teaching skills. She has undertaken a course on mathematics, which has helped her to provide a good educational programme for this area of the curriculum. The childminder counts with children during play and uses mathematical language to extend their knowledge. Her commitment to professional development and enhancing

p.2

need to do better?

7 October 2024 mathematics supports children in using mathematical language, such as colour name and numbers, during their activities. n The childminder provides children with lots of praise and encouragement. She tells children how well they have done in activities. Children comment with delight 'I did it'. This builds children's self-confidence and teaches them to feel proud. n The childminder builds good relationships with parents. Parents are happy with the care and education the childminder provides for their children. The childminder gives parents advice about how to extend children's learning at home and gathers information about children's needs. Children benefit from a consistent approach. n The childminder teaches children about the world around them. She takes children to the museum where they learn about different types of animals. This helps children to understand about the natural world in which they live.

p.2

need to do better?

n The childminder builds effective partnerships with other settings children attend. She talks with schoolteachers about children's developmental stages and care needs. They work together to meet children's care and education needs. This provides consistency and continuity in children's learning which helps them to make good progress. n The childminder supports children to develop their personal, social and emotional skills. She takes them to playgroups where they have opportunities to interact in larger social groups. This helps children to respond positively to others in a range of different situations.

p.3

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 give children enough time to think and respond to questions so that they can use their language to explain their ideas and thinking n extend opportunities for children to develop their independence skills.

p.3

Setting details

Unique reference number EY498497 Local authority Oldham Inspection number 10351025 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 6 Number of children on roll 6 Date of previous inspection 28 September 2018

p.4

Information about this early years setting

The childminder registered in 2016 and lives in the Hollingwood area of Oldham. She operates all year round from 8am to 4.30pm, Monday to Friday, except for family holidays. The childminder holds an appropriate qualification at level 3.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n Children spoke to the inspector during the inspection. 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.

p.4

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.

p.4

Inspection activities

7 October 2024 7 October 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.

p.4

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6