Childminder EY549462

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 interacts with children in a warm and responsive way. Children are happy and show they feel safe and secure in the childminder's care. The childminder supports children's emotional well-being effectively. She tunes into children and their cues. Children develop their self-care skills and are physically active. For example, the childminder provides opportunities for children to develop the skills they need to confidently feed themselves, and she regularly takes children on trips to the park.

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The provision is good

The childminder provides an ambitious curriculum. She plans activities that are based on children's interests to help them sustain focus in the experiences. For example, the childminder sets up an activity based around the farm after children visited the farm with their families. Children explore their ideas and make connections to previous experiences to consolidate their learning. Children are keen to engage in the range of opportunities offered to them, and they maintain good engagement during their play. They make good progress in their learning and development. Children demonstrate positive attitudes to learning. The childminder offers children praise and encouragement. She celebrates the efforts that children make. Children show good levels of confidence and they are motivated to try new things.

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need to do better?

n The childminder uses training and professional networks to help her improve her teaching. She attends training on topics such as enhancing children's literacy skills. The childminder introduces new ideas and shares information with parents. Children and families benefit from a good quality service. n The childminder builds the breadth of children's vocabulary through songs, stories and play. She uses a range of words, such as 'hay' and 'tractor'. Children successfully make connections between words and objects. That said, the childminder does not consistently adapt her teaching to reflect the individual developmental stages of the children in her care. She sometimes asks children questions that are too complex for their current language ability and cognitive stage. On these occasions, children are unable to respond and the learning does not build on their current stage of development. n The childminder implements a good curriculum to enhance children's physical

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need to do better?

development. Children develop control of the movements they can make with their bodies. Children pretend to be different animals and move their bodies, modelling animal actions. They demonstrate good self-control as they use tweezers to pick up objects and place them in containers. n The childminder observes children and assesses their knowledge and skills. She plans experiences based on children's next steps in their learning and

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need to do better?

17 September 2025 development. She supports children's mathematical development as she helps them to match the correct quantity of objects to written numbers. Overall, children are well prepared for their next stage of learning. n The childminder enhances children's personal, social and emotional development. She helps children understand feelings and encourages them to talk about emotions. She plays alongside children using the doll's house to discuss how people might be feeling. Children develop secure knowledge about the different range of emotions they may feel. n The childminder provides experiences that encourage children to explore and investigate. She uses sensory activities and real-life objects to promote curiosity. Children enjoy discovering new things and develop their understanding of the world around them. However, the childminder does not make the most of every opportunity to help children learn about diversity and differences in the wider

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need to do better?

world. The childminder does not routinely plan activities that teach children about a range of cultures, backgrounds or family structures. This means that children do not fully develop their understanding of similarities and differences between themselves and others. n The childminder works in good partnership with parents and carers. She shares regular updates about children's learning and development. The childminder asks parents for their opinions on how she can improve the service offered. Parents feel involved in their children's care and education. Children benefit from an effective partnership.

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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 to better align with children's individual stages of language and cognitive development n increase opportunities within the curriculum to promote children's awareness and understanding of diversity and differences.

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Setting details

Unique reference number EY549462 Local authority Rochdale Inspection number 10398721 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 10 Date of previous inspection 6 November 2019

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Information about this early years setting

The childminder registered in 2017 and lives in the Middleton area of Manchester. The childminder operates from 8am until 5.30pm, Tuesday to Friday, all year round, with the exception of bank holidays and family holidays. She provides government- funded childcare.

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Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the curriculum. n Children spoke to the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

17 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

17 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

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

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