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

Children are confident, happy and settled in the care of this experienced and enthusiastic childminder. The childminder knows the skills she wants children to learn. She plans their learning to support this. For example, she provides an activity to support children's knowledge of early mathematics. Children eagerly scoop water into containers. The childminder asks the children which containers are full and which are empty. She helps children to consider which containers have more or less water in them. All children respond well and they make good progress. Children enjoy books regularly throughout the day. The childminder extends children's learning. She helps them to look at the pictures and think about what might happen next in the story. Children concentrate well. They develop skills that are helpful when learning to read. The childminder talks to children about the daily routine. This helps children to anticipate what might happen next in their day. For

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The provision is good

example, children know that they tidy up before moving on to another activity. This consistent routine helps children to feel a sense of belonging. Parents comment on the close bonds their children have with the childminder.

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The provision is good

The childminder demonstrates consistently kind and caring behaviour. She reminds children of the rules, for example using walking feet indoors. Children listen and respond well. In addition, the childminder explains the reasons for rules. For example, she helps children think about the risks of running indoors. Children begin to think about ways to keep themselves and their friends safe.

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need to do better?

n Children's communication and language is supported well. For example, the childminder repeats words and phrases to children so that they can hear the correct pronunciation. Children regularly listen to and tell stories. This helps to develop their vocabulary. In addition, the childminder encourages children to listen to and repeat a beat. Children develop good listening skills. They communicate with confidence and demonstrate a wide vocabulary. n The childminder generally uses her knowledge of individual children's interests when planning learning. For example, she knows the children enjoy physical play and uses this interest to help them learn about shapes. Children engage well. However, on occasion, during adult-led activities, the childminder notes children's fascination and interests but does not adapt her teaching quickly enough to keep children engaged. As a result, on these occasions, children lose

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need to do better?

interest and they wander from the activity. n The childminder reminds children about good behaviour and encourages good manners. Children listen, follow instructions and generally behave well. However, sometimes when children have disagreements, the childminder steps in too quickly and resolves disagreements for children. As a result, children consistently

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need to do better?

11 July 2025 seek the childminder's help, for example, if they want an item another child is using. This does not help children to learn how they can independently resolve small conflicts, such as sharing resources. n The childminder promotes discussions about healthy foods throughout the day. For example, children pretend to make a fruit salad. The childminder helps them to consider if the foods they are adding are healthy or not. Children remember that some foods might hurt their teeth. In addition, the childminder reminds children that drinking juice is for mealtimes and water is for the rest of the day. Children begin to develop their knowledge of healthy foods. n The childminder uses observation and monitoring to help her assess children's current stage of development. Where there are gaps in development, she is quick to offer appropriate learning to support progress. Where necessary, she makes referrals to other professionals, for example speech therapy. This

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need to do better?

supports children to make progress and helps to reduce gaps in learning. n Partnerships are a strength of the setting. The childminder has regular discussions with parents about their children's development and provides ideas on how development can be supported at home. Furthermore, she creates links with other new settings that children attend. This helps children's learning to be consistent, and children make good progress. n The childminder attends regular training to support her in keeping her knowledge current. She meets regularly with other childminders to discuss good practice and to share ideas for learning that promotes the needs of the children currently attending. For example, she has recently introduced natural resources. Children are curious as they decide how to use the materials. The childminder notes that this helps children to develop their skills of exploration and investigation.

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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 adapt teaching, so that children's emerging interests are swiftly supported, to encourage children to remain engaged and to support them in making continual progress n teach children strategies that will help them to resolve small conflicts that arise during play to support them to independently manage disagreements.

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Setting details

Unique reference number EY550187 Local authority Rochdale Inspection number 10378405 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 6 Date of previous inspection 6 January 2020

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Information about this early years setting

The childminder registered in 2017 and lives in Kingsley, Rochdale. The childminder holds an appropriate early years qualification at level 3. She operates from 7.30am to 5.30pm, Monday to Friday, all year round, with the exception of bank holidays and family holidays. The childminder provides government-funded places.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure that they are safe and suitable. n The childminder joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the quality of education being provided, indoors and outdoors. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector.

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Inspection activities

11 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.

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Inspection activities

11 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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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