Childminder EY479219

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 with big smiles on their faces. They wave goodbye to their parents and carers and put away their belongings. Children are familiar with the daily routines and show good levels of emotional security. Children have good imagination skills and enjoy pretend play with each other. The childminder plays alongside children and uses effective questioning to promote conversations to help children build on their language skills. This reflects the childminder's approach to supporting children to feel welcomed and valued.

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The provision is good

The broad and balanced curriculum is shaped by the childminder's clear understanding of children's abilities and of what they need to learn next. Activities are carefully planned to reflect on children's individual interests and abilities. Children enjoy group time, talking about their feelings and why they feel that way today. Children explore a range of props to go alongside this. For instance, they confidently tell each other that 'red is angry' and 'yellow is happy'. This supports children's emotional well-being.

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The provision is good

Children's behaviour is good. They react positively when the childminder encourages them to share toys. The childminder gives clear and consistent messages to the children to follow the rules of the setting. Children are kind to each other and use their manners, showing they respect each other well.

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need to do better?

n Through effective settling-in sessions, the childminder gathers information from parents so she can support all children's individual needs from the start. The childminder provides parents with information about how she supports children and what assessments are completed, so parents know exactly what their children are learning. All children are making progress from their starting points. n The childminder plans activities that support children to have their own ideas. For example, children use mirrors to create self-portraits of themselves using a range of materials. Children use pens to create marks on their paper plates to create their faces. This supports children's fine motor skills to prepare them for early writing. However, there are fewer opportunities for younger children to take part in activities to explore independently and show curiosity. n Children make good progress in mathematical skills. The childminder supports

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need to do better?

children's understanding of numbers and counting. For example, when children roll the dice and count out counters, they are encouraged to use their fingers to represent different numbers and quantities. As a result, children gain a good understanding of early mathematics. n Language and communication are key priorities in the childminder's curriculum. Children enjoy playing games alongside their friends. For instance, children

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need to do better?

11 September 2025 explore what is in the box using descriptive words such as 'heavy' and 'light'. Children listen intently to each other and are confident in communicating. n The childminder teaches the children about the wider world around them, such as Diwali and Easter. This helps them understand different cultures and beliefs. However, at times, the childminder does not create opportunities for children to discuss their differences and similarities with each other, and about what makes them unique. n Children develop good social skills within their local community. For example, each week, they visit the local church playgroup where they meet other children and childminders. This helps children to build their self-confidence and resilience, which is a priority for the childminder. n The childminder gives children opportunities to develop their independence skills. Children learn to drink from an open cup carefully and put their shoes on

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need to do better?

to play outdoors. Children confidently wash their hands before mealtimes. This encourages them to learn about good hygiene routines. n Children's physical development is supported well. They have lots of opportunities to move around on both smaller and larger scales. Children enjoy exploring the outdoor area and excavating in the sand play area. n The childminder teaches the children about recycling and reusing materials. She is starting to teach children about the importance of looking after their planet. This helps children learn more about the world around them. n Partnerships with parents are strong. Parents report that the childminder works with them and keeps them informed of their child's progress and how they can support their child at home. The childminder evaluates her provision, gaining feedback from parents. This helps to support continuity of care for children.

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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 activities and learning experiences to meet the needs of younger children n develop the curriculum further to support children to understand and appreciate what makes them unique.

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Setting details

Unique reference number EY479219 Local authority Oldham Inspection number 10398709 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 12 Number of children on roll 8 Date of previous inspection 6 November 2019

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Information about this early years setting

The childminder registered in 2014 and lives in Chadderton, Oldham. She operates all year round from 7.30am to 6pm on Monday to Thursday, and from 7.30am to 5pm on Friday, except for family holidays and bank holidays. The childminder works with an assistant.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector through written testimonials. n The childminder provided the inspector with a sample of key documentation on request. n The inspector spoke with children and the assistant during the inspection. n The inspector and the childminder completed a joint observation together.

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Inspection activities

11 September 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 September 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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