Childminder in Tameside

Inspection date

Previous inspection date 1 February 2016 28 September 2015

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder has worked extremely hard since the last inspection to improve her practice and the quality of the provision. All actions and recommendations have been successfully addressed. The childminder has welcomed and acted on the advice, guidance and support she has received from the local authority early years team.  The childminder provides babies and children with a wide variety of interesting activities and resources to promote children's development across the seven areas of learning. Her enthusiasm when interacting and playing with children helps motivate them to learn and explore. This helps children make good progress in their learning.  Children develop very close relationships with the childminder. She provides a nurturing and homely environment which helps children develop high levels of confidence and a strong sense of emotional security.  The childminder provides clear and consistent boundaries and teaches children the

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This provision is good

difference between right and wrong. Children are developing an appropriate understanding of acceptable behaviour for their age and that their actions have an effect on other children's feelings.  Partnerships with parents and other early years providers are a key strength of the setting. This makes a significantly positive contribution towards meeting children's individual needs and ensures the consistency and continuity of care and learning.

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It is not yet outstanding because:

 The childminder does not consistently seek detailed information from parents about children's learning and development when they first start at the setting, in order to obtain an in-depth understanding of children's starting points.  There are occasions when resources are not organised to maximum effect, to enable younger children to make choices about what they want to do.

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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

 extend the depth of information sought from parents when children start at the setting, to establish children's starting points, in order to further enrich the planning process  provide extensive opportunities for babies and children to make choices about what they want to do, to further enhance their independence skills.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector talked to the childminder and children at appropriate times during the inspection.  The inspector looked at relevant documentation, such as a sample of policies and procedures, children's learning records and evidence of the suitability of the childminder and other adults living on the premises.  The inspector discussed the arrangements for self-evaluation with the childminder.  The inspector took account of the views of parents from written feedback questionnaires obtained by the childminder.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a secure knowledge of what to do and who to contact in the event of a child protection concern. She accesses mandatory training, such as first aid and safeguarding, which has a positive impact on keeping children safe. The childminder is keen to extend her knowledge and skills in the area of children's learning and development, to further enhance her practice. The childminder oversees the educational programme and ensures that children have access to a broad and balanced range of activities. Any gaps in children's learning are quickly identified through careful monitoring by the childminder and external support put in place, if needed. Self-evaluation is effective. The childminder regularly reviews her practice and takes account of the views of parents and children when developing targets for future improvements.

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Quality of teaching, learning and assessment is good

The childminder has a very good knowledge of child development and the developmental needs of babies and children she cares for. She is well qualified and her teaching skills are good. She plans purposeful and challenging activities based on children's interests and next steps in learning. There is a strong focus on helping children to acquire the skills, abilities and attitudes to prepare them well in readiness for school. Children are effective communicators, confident, work together as a team and independently manage their own personal care needs. The childminder models good speaking and listening skills and encourages children to share their thoughts and ideas. She uses repeated words and phrases and imitates the sounds that babies make to help develop their understanding of two-way conversation. Older children demonstrate good problem-solving skills as they work out how many pieces of train track they need to complete a full circle. They show

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Quality of teaching, learning and assessment is good

their understanding of mathematical concepts as they say, 'This is not long enough, I need one more.'

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Personal development, behaviour and welfare are good

The childminder has a good understanding of children's routines, likes and dislikes from information gathered from parents when children first start. This helps the childminder provide activities and experiences that children are familiar with, and has a positive impact on the settling-in process. Children are excited as they enter the setting and babies hold out their arms for cuddles and reassurance. They enjoy one-to-one time with the childminder when they cuddle up to her to look at books and read stories. The childminder is sensitive and caring and ensures that children's physical and emotional needs are consistently met, to promote their self-esteem and welfare.

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Outcomes for children are good

All children make consistently good progress, including children whose starting points are below expected levels of development. Babies develop a strong sense of curiosity and a positive attitude towards learning. This helps to prepare them well for their next stage in learning and the eventual move to school.

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Setting details

Unique reference number EY340158 Local authority Tameside Inspection number 1029737 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 6 Number of children on roll 7

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Name of provider

Date of previous inspection 28 September 2015

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Telephone number

The childminder was registered in 2006. The childminder operates from 7am to 7pm on weekdays all year round, with the exception of family holidays and bank holidays. The childminder has an appropriate early years qualification at level 3.

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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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Telephone number

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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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