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 Not applicable

p.1

The provision is good

Children are happy and settled at this relaxed and caring home-from home setting. The childminder plans the curriculum with a focus on supporting children's confidence and learning. For example, the childminder gives children ample time to work out how to join the pieces of a train track. Children are delighted when they fix the track together. This builds children's confidence and helps them to develop their problem-solving skills. The childminder is ambitious for children. She observes their play and interacts to help them learn. For example, she talks to children about size and number as they play. Children hear mathematical language and they start to use this in their conversations.

p.2

The provision is good

There are lots of opportunities for physical exercise. Children benefit from the childminder's well-planned outdoor area where they can ride wheeled toys, climb and slide. Children develop their physical skills. An undercover area allows children to remain outdoors in most weathers. They pretend that large cardboard boxes are a train. Children develop their imaginations as they play together. Behaviour is generally good. When there are disagreements, the childminder is close by to support children, modelling good behaviour such as turn taking. The setting is secure and children cannot leave without supervision. This helps to keep children safe.

p.2

need to do better?

n The childminder understands the need for continual professional development. She is consistently involved in opportunities to further her learning to support the children in her care. For example, she meets with other childminders to share good practice. The childminder has worked closely with a mentor to learn new ways to support children's development. In addition, she shares her learning with staff. Together they make adaptations to improve the curriculum and support children's learning. They can see the good progress children make as a result. n The childminder uses her observations of children and discussions with parents to build her knowledge of children's current learning. This helps her to identify when children are not reaching expected learning milestones for their age. When required, she works closely with parents and other agencies, such as speech and language therapists, to support children's progress and development. Early

p.2

need to do better?

identification of needs and the proactive response in offering support help children to make good progress from their starting points. n The childminder generally offers activities that interest and engage children. For example, children are currently fascinated with trains. The childminder plans activities around this interest to capture their enthusiasm and engage them. However, she does not always use children's emerging interests as they play.

p.2

need to do better?

9 October 2024 She continues with her planned teaching. As a result, on these occasions, children sometimes lose interest and disengage from their learning for a short time. n The daily routine is planned to offer children both free play and times for more targeted adult-led learning. The childminder agrees with staff the tasks that they will lead during each day. However, they do not clearly explain to children what is expected of them during all parts of the routine. For example, at tidy-up time children do not know what to do. They lie on the floor or go into the hallway. Children's usually good behaviour begins to deteriorate. n Songs are used throughout the day to support language development. Children sing along, and those with less language copy the actions, smiling with delight. Regular trips to a singing session, where children enjoy songs and reading, give children the opportunity to practise and repeat familiar songs and phrases.

p.2

need to do better?

Children develop well in their communication and language skills. n The childminder works well to ensure the children are supervised and safe. For example, she communicates with staff when moving around the setting so that all children are always supervised. Hygiene routines are in place. Children know to wash their hands after playing outside, after toileting and before meals. They learn good hygiene habits and develop their independence. n Children benefit from many trips out. The childminder plans trips to local toddler groups so that children can socialise in a larger group. She takes children to the park where they can meet new friends. As a result, children are more confident in new environments. They develop good social skills, which will help them when they transition to school.

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 follow children's emerging interests as they play to help encourage children to remain engaged in their learning n support children to know what is expected of them during all parts of the daily routine to help them maintain their good behaviour and positive attitudes to learning.

p.3

Setting details

Unique reference number 2757237 Local authority Oldham Inspection number 10349536 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 12 Number of children on roll 12 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2023 and lives in Fitton Hill, Oldham. She employs an assistant. The childminder holds an appropriate early years qualification at level 3. She operates from 7.30am to 5pm, Monday to Friday, all year round with the exception of Christmas, bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

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 Children communicated with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact this was having on children's learning. n The inspector carried out a joint observation of story time with the childminder. n The childminder shared feedback from parents with the inspector.

p.4

Inspection activities

9 October 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.

p.4

Inspection activities

9 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.5

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