Childminder 2699405

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Inadequate

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The provision is good

The childminder offers a safe and nurturing environment. This helps children to feel relaxed and settled in her home. All children, including those that are new to the setting, form strong bonds with the childminder. They often seek her out for comfort and reassurance. The childminder provides lots of opportunities for children to explore her well-resourced garden and have walks to the local park. She uses these experiences to help children to extend their learning and enhance their physical development.

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The provision is good

The childminder has high expectations for children. She helps them to manage their own behaviours. For example, when children want to play with the same toy, the childminder gently reminds them about sharing. She praises children when they readily share the toys. This helps to support children to regulate their own emotions and play cooperatively.

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The provision is good

The childminder's high levels of interaction motivate children's excitement to learn. Children are quickly engrossed in the activities on offer. The childminder has developed an ambitious curriculum that is designed around what children already know and can do and what they need to learn next. She uses information obtained from parents and carers to provide a clearly sequenced curriculum. This supports children to make good progress and to gain the skills for their future learning.

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need to do better?

n The childminder has successfully addressed the weaknesses raised at the previous inspection. She has obtained additional training and worked collaboratively with the local authority to evaluate her knowledge and practice. The childminder demonstrates a strong commitment to maintaining improvements. n The childminder is committed to working in partnership with parents. Parents value and compliment her on the standard of care she provides and the progress their children make. They comment on her calm and nurturing nature, and how well children settle into her loving home. However, the childminder does not consistently work collaboratively with all parents. For example, she does not share information with them about their children's care needs and routines in the setting. Additionally, she does not always support parents to understand babies' ages and abilities when feeding in order to create greater continuity in

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need to do better?

children's care between home and the setting. n All children receive good support to build strong speech and language skills. The childminder supports babies as she sits close by, giving them her full attention and providing lots of verbal praise. She uses gestures and models words and sounds. Older children have lots of opportunities to extend their vocabulary. The

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need to do better?

11 September 2025 childminder asks effective questions to encourage children's language and thinking. All children are confident and good communicators. n The childminder promotes healthy eating well. She shares ideas with parents about providing nutritional foods in their children's lunch boxes. She also supports children to gain their self-care skills, such as how to wash their hands and practise cleaning their teeth. However, the childminder does not consistently promote children's self-help skills during mealtimes. As a result, children do not have the opportunities to practise how to feed themselves or develop their independence skills at these times. n The childminder promotes children's mathematical development well. She introduces a variety of songs and rhymes that encourage children to count and sequence numbers correctly. The childminder swiftly recognises when children need more support to count in order. She skilfully breaks down the number

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need to do better?

sequence until they succeed. These experiences help to deepen children's understanding of mathematics and boosts their confidence with numbers. n Through accurate assessment of children's progress, the childminder identifies gaps in children's learning. She provides targeted support and works closely with other agencies, such as the local authority's special educational needs coordinators. This helps to ensure that gaps in children's learning are swiftly addressed and that children do not fall further behind. n Children learn about the local community and other cultures, such as through the outings and activities the childminder provides. The childminder talks about traditional foods from other countries. She provides books and photos that capture how various faiths celebrate events, such as Eid and Diwali. The childminder actively learns key words in children's home languages to better support their communication and sense of belonging. This helps children to feel

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need to do better?

valued and to gain an understanding about similarities between themselves and others.

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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.

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should:

n increase opportunities for children to develop their self-care and independence skills during mealtimes n strengthen existing arrangements for working collaboratively with parents to create greater continuity in children's care, learning and routines between home and the setting.

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Setting details

Unique reference number 2699405 Local authority Rochdale Inspection number 10418558 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 4 Date of previous inspection 18 June 2025

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Information about this early years setting

The childminder registered in 2022 and lives in Middleton, Manchester. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 2. She provides government-funded childcare.

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Inspection activities

n The childminder showed the inspector around the premises and discussed how she assessed risks to ensure that they are safe and suitable. n The children spoke to the inspector about the activities they enjoy doing while with the childminder. n The childminder and the inspector discussed the early years curriculum, including her aims and rationale for the curriculum. n The inspector observed the quality of education being provided and assessed the impact on the children's learning. n Parents shared with the inspector their views about the quality of care and education the childminder provides. n The childminder provided the inspector with a sample of key documentation on request.

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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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