Dredge, Sophie Victoria

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

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The provision is good

The childminder has created a home-from-home atmosphere. She is nurturing and calming in her approach to caring for children. Children show that they feel safe and secure in the care of the warm and kind childminder. They receive cuddles and reassurance when they need it, supporting their emotional well-being.

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The provision is good

The childminder and any assistants she works with work well together as a team. They use effective observation and assessment to plan an ambitious curriculum. The childminder understands the importance of sequencing experiences for all children to help them to make progress and to meet their individual learning needs. All children, including those with special educational needs and/or disabilities, make good progress across all seven areas of learning.

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The provision is good

The childminder enhances her curriculum with exciting activities within the community. She purposely plans outings to expose children to new social situations. For example, children enjoy trips on public transport such as the local tram network to visit the park, where they learn about the local wildlife. Furthermore, children develop their physical skills when they explore the soft-play centre with their friends from other childminder settings. All children are learning to develop their confidence as they play and interact with other children. This helps to prepare them for school.

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need to do better?

n The childminder teaches children a range of mathematical skills, including counting and shape recognition. She carefully includes counting and basic mathematical language in songs and conversations. For example, children learn about volume and capacity as they fill and pour coloured rice into containers using spoons and scoops. This helps children to gain a good understanding of early mathematics to prepare them for their next stage in learning. n The childminder teaches children to manage their own self-care needs and to develop their healthy lifestyle habits. For example, she encourages children to wash their hands before eating. Furthermore, she reminds the children to hang their coat up after they have taken it off. This helps to support children's routines for school. n The childminder has very positive partnerships with parents. She communicates regularly with parents to inform them of children's progress and shares

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need to do better?

information on their learning and how they can help extend this. She builds positive and trusting relationships between herself and the parents. Parents speak highly of the childminder. They comment that she provides a 'home from home' and cares for their children well. n The childminder has a good overview of the setting. She regularly seeks

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need to do better?

15 November 2024 feedback from her assistants and parents to evaluate the service she provides. The childminder undertakes regular supervision sessions with her assistants and identifies any training needs. This helps to improve the quality of teaching. n Children enjoy learning how to take care of other living things. For example, children enjoy spending time with the childminder's pet dogs. The childminder teaches children how to approach dogs safely and to be respectful of them. Children develop a good understanding of how to keep themselves safe. n Overall, the curriculum for communication and language is good. The childminder sensitively models the correct pronunciation of words. For example, when younger children sometimes miss the first letter from words, she repeats them back, putting emphasis on the first letter. This helps to support their developing speech. However, on occasion, the childminder does not always give

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need to do better?

children the time and space they need to think, and this results in them giving single-word answers. This means that, at times, the support for communication and language is less consistent. n The childminder has good methods for monitoring children's progress. Each child has next steps to work on to make sure that they make progress. The childminder initiates conversations with parents about any concerns. However, she does not always seek external advice at the earliest stage. Therefore, on occasion, some children do not always get the extra help they need as quickly as possible.

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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 expand further on children's communication and language development, ensuring that they have time to think and respond to questions so that they can explain what they know and understand n review practices for contacting external professionals for advice or to make referrals in a timely manner to support children who need more help.

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Setting details

Unique reference number 2757362 Local authority Oldham Inspection number 10349711 Type of provision Childminder

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Registers

Early Years Register, Compulsory 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 Not applicable

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Information about this early years setting

The childminder registered in November 2023 and lives in Oldham. She works with an assistant and operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and the 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

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

15 November 2024 15 November 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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