Childminder in Tameside

Inspection date

Previous inspection date 22 April 2015 8 September 2009

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 Positive relationships have developed between the childminder and parents. Home learning is effectively promoted to reinforce and extend children's learning and development. Parents express high levels of satisfaction with the quality of their children's care and the progress they are making in their learning.  The childminder monitors the educational programme and tracks children's progress. This means she can easily see the areas where children are making least progress and provide appropriate support. As a result, all children make good progress in their learning and development.  Children form secure attachments with the childminder, which effectively promotes their emotional well-being. As a result, they are happy and settled in her care and eagerly explore the environment.  Safeguarding is a priority. The childminder's knowledge and understanding of safe practice and child protection issues are secure and clearly promote the safeguarding

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This provision is good

arrangements.  The childminder is committed to the continual improvement of her provision. She pursues training to develop her knowledge and understanding of child development, to be able to more effectively support children's progress.  Children have regular access to the outdoors for fresh air and exercise. This effectively supports their physical development and well-being.

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It is not yet outstanding because:

 There are occasions where the childminder does not always encourage children to think and talk about how things happen and why things work.  The childminder does not always make full use of opportunities during daily routines to promote younger children's awareness of the importance of good hygiene practices.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 strengthen good teaching even further by encouraging children to think and talk about why things happen and how things work  involve younger children in the established hygiene practices, so that they learn to understand from an early age the importance of good hygiene in everyday routines.

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Inspection activities

 The inspector viewed the childminder's self-evaluation form and took account of the views of parents, as recorded in written questionnaires and reference letters.  The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector looked at children's assessment records, the planning documentation and a selection of policies and children's records.  The inspector toured the areas of the premises available for childminding.  The inspector conducted a joint observation with the childminder.  The inspector checked evidence of suitability of the members of the household and the childminder's qualifications.

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who attend. This is good

The childminder has a secure knowledge and understanding of how children learn. She provides a broad range of learning experiences, based upon children's individual interests and abilities. Consequently, children receive an educational programme that captures their interests and keeps them motivated to learn. For example, children become fascinated while making their swords and shields after listening to the story of Saint George. Outside, children's imaginative skills are developed as they run and pretend to slay the dragon and rescue the princess. This also extends children's understanding of stories and develops their physical skills. The quality of teaching is good. As a result, children make good progress across all areas of learning. Children are given time to explore and experiment during their play and the childminder sensitively joins in. However, on occasion, opportunities are missed to help children think and talk about how things happen and why

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who attend. This is good

things work. For example, by helping children to understand what happens when paints are mixed together and change colour.

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good

The childminder gathers good information from parents when children first attend her setting. This allows her to become familiar with the children's capabilities, interests and routines and so offer good support. As a result, children's individual needs are very well met. Children's dietary needs are catered for and all meals are healthy. Older children learn about healthy lifestyles through established hygiene practices. However, while children are encouraged to regularly wash their hands after toileting and before meals, the childminder does not explain why this is necessary. This means children are not fully involved in understanding the importance of good hygiene practices from an early age. The childminder is a good role model and she helps children learn to understand and control their feelings and behave well with each other. For example, children have made a 'feelings' washing line with pictures, to help them describe if they feel sad, happy or

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good

angry. Therefore, children are emotionally extremely well prepared as they move on to the next stage in their learning, including the move school.

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provision is good

The childminder has a good understanding of the safeguarding and welfare requirements. She has engaged in a programme of professional development. For example, she has recently completed a childcare qualification at level 5. This training impacts positively on her already good practice. The childminder occasionally works with an assistant. They discuss children's learning and work together to support children and each other. The childminder is very organised and ensures all policies and procedures are reviewed regularly. She is committed to keeping up to date with new legislation and any changes in current practice guidelines. The childminder has a good relationship with the local schools and local childcare providers. She finds out about what children are doing and introduces this into her activities. This enables her to support the children in her care effectively.

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Setting details

Unique reference number EY334732 Local authority Tameside Inspection number 873291 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 9

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Name of provider

Date of previous inspection 8 September 2009

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Telephone number

The childminder was registered in 2006 and lives in the Hyde area of Stockport, Cheshire. She occasionally works with an assistant. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. She holds a foundation degree.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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