Saville, Nicola Jane

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 qualified childminder has a broad experience of working with early years children and a sound knowledge of how children learn. She provides children with a wide variety of learning opportunities within the home. The childminder's aims are to provide a high-quality provision in an environment that is inviting, friendly, caring and safe.

p.2

The provision is good

The childminder implements a well-rounded curriculum with clear intentions to prepare children for nursery or school. She focuses on building children's independence, such as with potty training, self-feeding and dressing. The childminder ensures the home and activities are fully inclusive and accessible to all. For example, a well-planned coloured rice activity provides children with opportunities to find hidden shapes and numbers, supporting their mathematical development. Meanwhile, younger children learn the skill of filling and pouring rice into pots using scoops. Children play very well together.

p.2

The provision is good

The childminder acts as a positive role model, facilitating turn-taking, helping children to develop essential social skills and build positive relationships with their peers. This helps children to behave well and understand what is expected of them. The childminder encourages and supports children to build on their interests and ideas. For example, she provides a range of arts and crafts for children to develop their creative skills. Children are keen to use the cutters and to make love hearts from play dough for Valentine's Day.

p.2

need to do better?

n Overall, the childminder supports children's communication development well. She engages them in meaningful conversations, sings songs and plans listening activities. These interactions help children build their communication and language skills. However, during adult-led activities, younger children do not always have the opportunity to hear single words clearly in order to better support their emerging vocabulary. n The childminder supports children to make good progress in their mathematics development. Children have many opportunities to count, match, compare and recognise numbers. As children count dots, the childminder helps them find the numeral that matches the amount. Later in their play, children complete a rainbow puzzle, recalling the colour name as they find the correct colours and talk about the size of the pieces. They are acquiring early mathematical knowledge in preparation for later learning.

p.2

need to do better?

n Physical development and outdoor experiences are a key focus. The childminder organises daily activities, such as trips to local playgroups, parks and soft-play settings. She provides lots of opportunities for children to make connections with

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need to do better?

13 February 2025 previous learning. During a recent forest school session, the children recall how they went on an adventure to collect sticks to make their very own 'stick man'. This helps children to learn about the world around them and socialise with a wider group of children. n The childminder encourages children to develop a love of reading. Books are readily available and easily accessible to children. Babies purposely turn pages on the pop-up book and enjoy studying illustrations in familiar books. Older children listen intently to stories, demonstrating high levels of engagement and focus. n The childminder supports children to learn about what makes them unique. She celebrates children's different backgrounds and experiences. The childminder introduces children to other cultures, faiths and beliefs. This helps children to learn about the wider world around them. n Children are developing good levels of independence in meeting their own care

p.2

need to do better?

needs. For example, they wash and dry their hands before eating. They also enjoy wholesome meals and snacks, which helps them to learn about healthy food choices. Children learn about oral health through activities and talking about the dentist. This enhances their awareness of being healthy. n The childminder uses ongoing observations and assessments to track children's progress and identify what they need to learn next. This ensures that she quickly notices where children need extra help with their learning. She successfully liaises with parents and other professionals to support children as effectively as possible. Children, including those with special educational needs and/or disabilities, make good progress. n Parents describe the childminder's 'special bond' with children and are happy to leave children in her 'safe and nurturing' care. Parents appreciate the regular feedback on their children's learning, which helps them to continue this at home.

p.3

need to do better?

They recognise the progress children make through the childminder's guidance. These positive relationships help children to make good progress in their learning.

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 focus more precisely on supporting younger children's emerging communication and language skills.

p.3

Setting details

Unique reference number EY438645 Local authority Rochdale Inspection number 10368084 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 7 March 2019

p.4

Information about this early years setting

The childminder registered in 2011 and lives in Rochdale, Manchester. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. She is eligible to receive funding to provide free early education for children aged from nine months to four years. The childminder holds an appropriate qualification at level 3.

p.4

Inspection activities

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

p.4

Inspection activities

13 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

13 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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