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

p.1

The provision is good

Children thoroughly enjoy coming to the childminder's welcoming home. They feel happy and secure in the childminder's care. This is because the childminder prioritises children's well-being and emotional care well. Children make great gains in their learning about the world around them. For example, the childminder provides tussock moth caterpillars for children to learn about life cycles. Children are knowledgeable about caring for living creatures.

p.2

The provision is good

Children behave sensibly. The childminder tunes in to children's needs and interests successfully. For example, she identifies quickly when children become impatient when waiting their turn for a toy. She helps children to wait their turn if other children play with toys that they want. The childminder models how to keep her home clean and organised. Children listen carefully to the childminder's instructions. They know when it is time to stop playing. They willingly tidy up the resources they have been playing with. Children are responsible and self-confident.

p.2

The provision is good

Children learn how to look after their own needs. This is because the childminder promotes children's independence from the very start of their time in her care. Children know how to take themselves to the toilet, wash their hands and feed themselves.

p.2

need to do better?

n The childminder has devised a highly ambitious curriculum for children. She makes effective use of stories to support children's learning across a range of subjects, such as mathematics. The childminder makes certain that her curriculum covers all the areas of learning. Children make good progress in their learning of the curriculum. n The childminder promotes children's learning of mathematics well. She skilfully weaves mathematical language and concepts into children's play ideas. For example, when children play with lengths of string, the childminder models accurate mathematical thinking, such as when estimating length. This helps children to become confident mathematicians. n The childminder provides children with a wide range of high-quality fiction and non-fiction books. She uses books ably to ignite children's interests. The childminder uses a range of well-considered strategies when reading aloud to

p.2

need to do better?

children, such as pointing to the words on the pages and discussing what is happening in the pictures. Children learn to love stories. They learn that books carry important information. n The childminder knows the children's needs and interests well. She uses her knowledge of child development to identify next steps in children's learning. She ensures that she shares this information with parents and carers. This supports

p.2

need to do better?

9 July 2025 children's learning and development well. n The childminder places high value on holding back-and-forth conversations with children. This supports children to become confident communicators. However, at times, the childminder does not use questioning techniques effectively or enhance children's understanding by providing some essential words during their play. At these times, children do not learn important vocabulary. n Children benefit greatly from the many outings that the childminder arranges. For example, the childminder arranges trips on a tram to visit the library. She also takes children outdoors to catch and explore the features of tadpoles. Children are highly motivated to learn more about the world around them. n The childminder provides healthy snacks and meals for the children. She talks with them about how healthy food, such as fresh fruit, gives them energy. Children relish eating the freshly home-made meals that the childminder makes

p.2

need to do better?

for them. They talk about how they will use their energy to run, jump and play. n The childminder supports children skilfully to behave well. Children delight in taking home the childminder's 'Rebecca Good Rabbit' for weekend stays to celebrate their good behaviour. Additionally, they proudly show the stickers that they receive from the childminder to celebrate how hard they have tried. This has a positive impact on children's attitudes to learning. n The childminder communicates with parents successfully. Parents value the two- way flow of information that they experience from the childminder. Effective systems are in place to ensure that information is shared between the childminder and school. This supports transition and continuity of education and care for children. n The childminder engages well with the local authority early years team to improve her work with children. She is committed to further developing her

p.3

need to do better?

professional knowledge. For example, she enjoys reading research about how children learn and develop, such as about understanding children's behaviour. This helps her to provide good quality care and education for her minded children.

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 further strengthen the delivery of the curriculum for communication and language to support children's growing vocabulary.

p.3

Setting details

Unique reference number EY363077 Local authority Rochdale Inspection number 10405342 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 7 Date of previous inspection 8 October 2019

p.4

Information about this early years setting

The childminder registered in 2008 and lives in the Heywood area of Rochdale, Greater Manchester. She operates term time only, from 7am to 5pm, Monday to Thursday. The childminder holds an early years qualification at level 3. The childminder offers government-funded places for children aged from nine months to four years. The childminder also receives funding for disadvantaged children.

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 the inspector discussed how the childminder organises the early years provision, including the aims and rationale for the early years foundation stage curriculum. n Children spoke with the inspector during the inspection. n Parents shared their views of the setting with the inspector. n The childminder and the inspector carried out a joint observation during an activity. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

9 July 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.

p.4

Inspection activities

9 July 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.

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