Rogers, Christine

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

Children arrive happy and confidently separate from their parents and carers. They regularly give the childminder cuddles and seek reassurance from her when needed. This demonstrates that children feel safe and secure during their time at this nurturing setting. The childminder is sensitive and gentle during nappy changing times, and care practices are good. She supports children well to manage their own personal needs and develop good self-help skills. For example, babies confidently use a spoon to feed themselves during breakfast.

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The provision is good

The childminder has developed a stimulating curriculum that supports children's learning and development across all areas. She encourages children to select resources independently. Children are highly motivated to learn, and they show enthusiasm to join in new experiences. In the garden, they enjoy filling containers, stirring and mixing in the mud kitchen. Overall, the childminder supports children's communication and language effectively. She sings action songs and reads to children throughout the session. This supports children's early enjoyment of rhymes and stories.

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The provision is good

The childminder is a positive role model. She supports children to use good manners and speak kindly to each other. For example, children say 'thank you' to their peers when they are given their water cups. The childminder resolves any minor disputes swiftly. She teaches children to be tolerant of each other, while taking turns and sharing resources. The childminder helps children to form caring friendships with their peers. Consequently, children's behaviour is good.

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need to do better?

n When children first start to attend the setting, the childminder gathers useful information from parents and carers. She uses this information to plan and sequence the next steps in learning for each child. The childminder knows children well and provides experiences that engage and excite them and help them to make progress in all areas. n The childminder supports children's growing independence well. Children take pride as they complete small tasks. They happily tidy up, put empty cups in the sink and put on their shoes before lining up to go outside. This helps children to gain some necessary independence in readiness for school. n Older children learn to express themselves confidently as they repeat new vocabulary such as 'lantern' and 'chopsticks' during a focused activity. Younger children use noises and gestures as they play. However, the childminder's strategies to develop communication and language for younger children do not

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need to do better?

always successfully ensure that they join in. This is because she occasionally focuses on the most able and vocal children's communication skills.

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need to do better?

5 February 2025 n The childminder provides a range of opportunities for children to develop their physical skills. Children confidently climb the slide and negotiate spaces as they ride cars around the garden. Inside, the childminder offers children opportunities to develop their fine motor skills. She supports children to practise filling and pouring and holding paintbrushes. As a result, children make good progress within their physical development. n Partnerships with parents are good. They appreciate the good care and interesting experiences that the childminder provides for their children. The childminder shares children's key achievements and individual care needs through a daily diary. This helps parents to extend their children's learning experiences at home and provides a consistent approach. n The childminder embeds mathematics into her practice well. She teaches children the mathematical language of shape, volume and number and develops

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need to do better?

their skills throughout their play. For example, the childminder draws shapes and counts them when making marks with children. She uses language such as 'more', 'full' and 'empty' when filling containers. This helps to promote children's mathematical development. n Children benefit from regular outings into their local community. They attend a variety of stay-and-play sessions. These experiences enable children to socialise with larger groups of children. The childminder creates opportunities for children to learn about a range of cultures through celebrations and festivals, for example Chinese New Year. This helps children to broaden their understanding of the wider world they live in. n The childminder has completed all mandatory training to ensure that she has a solid understanding of how to safeguard children's safety and well-being. However, the childminder has not yet sourced specific professional development

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need to do better?

to develop her teaching practice even further.

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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 develop ways to enhance younger children's communication and language to extend and increase their vocabulary n identify tailored professional development opportunities to further develop teaching practice to enhance the outcomes for children.

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Setting details

Unique reference number EY250589 Local authority Rochdale Inspection number 10367776 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 5 Number of children on roll 7 Date of previous inspection 25 February 2019

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Information about this early years setting

The childminder registered 2003 and lives in Rochdale. She operates all year round, from 7.30am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. She works with an assistant. The childminder provides government funded childcare.

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Inspection activities

n The childminder led the inspector on a learning walk and discussed the early years foundation stage curriculum. n The inspector carried out a joint observation with the childminder of children taking part in a fine motor activity. n The inspector observed the childminder's practice. She considers the quality of the education and the impact on the children's progress and development. n Parents shared their views of the setting with the inspector. n The inspector spoke with the childminder and discussed safeguarding.

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Inspection activities

5 February 2025 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

5 February 2025 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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