Childminder in Rochdale

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 provides a nurturing environment where children flourish. She builds secure attachments with children, which helps them to feel emotionally secure. Children show they feel safe in the childminder's care. For example, they cuddle up to her when she reads a story. The childminder is kind and nurturing. She helps children to take turns by modelling this in an age-appropriate way. For example, the childminder demonstrates how to share the strawberries at snack time. Together, the children count how many strawberries are on the plate and split them equally. This supports children's counting and problem-solving skills.

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The provision is good

The childminder sets high expectations for children's behaviour. She gently reminds children of the key rules. Children listen carefully to the childminder and follow her instructions. The childminder supports children to manage their own safety. Children explain the importance of holding onto the banister as they walk down the stairs to keep themselves safe. Children show an understanding of the rules and boundaries in the childminder's setting.

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The provision is good

The childminder supports children's communication and language well. She interacts with children through all aspects of their play. The childminder models the correct vocabulary to children and introduces new vocabulary into their play. For example, she encourages words such as 'trunk' as children make elephant sounds. This supports children's ever-growing vocabulary. Children make good progress in their development and show positive attitudes towards their learning. When an activity is finished, they excitedly ask the childminder for 'another activity please'. This ignites children's passion for learning.

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need to do better?

n In the main, the childminder provides an ambitious curriculum that excites children. She encourages children to be creative learners and provides opportunities for them to develop their imagination. For example, children thoroughly enjoy role play as they pretend to be 'hairdressers' and use objects in the setting as props. They engage in back-and-forth conversations to expand their ideas. Children are developing good skills to lead their own play. n Literacy development is well promoted at the setting. The childminder encourages children to develop a love for books. She reads with enthusiasm and asks children questions to test out their understanding and share ideas. Children eagerly anticipate what will happen next in the story and join in with key phrases. Furthermore, the childminder and the children love to sing songs throughout the day. Children make good progress in their emerging literacy skills.

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need to do better?

n Overall, the childminder has an effective programme of professional

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need to do better?

6 February 2025 development. She attends mandatory training and links with other local childminders to share good practice. However, she does not always target her development precisely on the things she needs to learn more about, such as how to sequence her curriculum more consistently. For example, she teaches children to trace and write before they can hold a pencil properly. This does not help children to develop their skills in the correct order. n The childminder supports children to develop respectful relationships with each other. Children play cooperatively together and lead their own play. Together, they decide to make a 'den'. They discuss which resources they need and how it will look. Children say they are a 'good team'. After they make the den, they show the childminder who offers them an abundance of praise. This immediately boosts children's self-confidence. n The childminder supports children to learn some of the ways that contribute to

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need to do better?

healthy lifestyles. Children take part in daily exercises, such as dancing, and move in different ways to build their strength and physical skills. The childminder plans regular trips to the local park and soft-play centre, where children can use different equipment to develop their core strength and coordination skills. Children follow good hygiene practices, such as handwashing. This all contributes to children's overall well-being and good health. n Partnerships with parents are effective. The childminder keeps parents updated on their children's progress with daily conversations and photos. In addition, she shares assessments, including the progress check at age two with parents. The childminder works closely with parents to share children's next steps in learning and how to support children's learning at home. This all contributes to helping children to progress in their learning and development and creates a continuity

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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 focus professional development opportunities more sharply on areas that need improvement to strengthen the quality of education.

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Setting details

Unique reference number EY476299 Local authority Rochdale Inspection number 10368120 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 5 Date of previous inspection 8 March 2019

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Information about this early years setting

The childminder registered in 2014 and lives in Heywood. She operates from 8am to 4pm, Monday to Friday, all year round, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. She offers the government funded places for childcare.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for the early years foundation stage curriculum. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

6 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

6 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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