Childminder in Tameside

Inspection date

Previous inspection date 22 July 2016 17 January 2014

p.1

This inspection: Good 2

Previous inspection: Requires Improvement

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder provides a safe and welcoming environment. Children settle quickly when they start and are happy in the company of the childminder.  The childminder is enthusiastic and dedicated. She has worked hard to address the action and recommendations raised at the last inspection.  The childminder uses regular and detailed assessments of children's progress. She accurately monitors and plans for each child to help their good progress and address any gaps in their learning.  Children's self-esteem and independence are supported. For example, the childminder encourages children to choose and direct their own play from a range of good resources.  The childminder reflects on her practice and seeks the views of parents and children. She identifies aspects to improve her provision which benefit children.

p.1

It is not yet outstanding because:

 Occasionally, during planned activities, the childminder misses opportunities to encourage children to build on their sensory and investigation skills even further.  Parents are not fully encouraged to contribute to their child's learning and assessment in order to increase the sharing of detailed information.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 increase opportunities for children to extend their sensory and investigation skills even further during planned activities  strengthen partnerships with parents to help them contribute to children's learning and assessment in order to increase information sharing even further.

p.2

Inspection activities

 The inspector observed learning activities in the childminder's home.  The inspector observed and discussed the outcomes of an activity with the childminder.  The inspector looked at children's records, planning documentation and a range of other documentation, including policies and suitability checks.  The inspector held discussions with the childminder at appropriate times during the inspection.  The inspector took into account the views of parents made available from written references.

p.2

Effectiveness of the leadership and management is good

The childminder meets children's individual care and learning needs successfully. Safeguarding is effective. The childminder has a good understanding of the correct procedures to follow if she has concerns regarding a child's welfare. She has clear policies in place to support her good practice. The childminder plans to continue her professional development. For example, she accesses training opportunities online and shares ideas with local childminders. The childminder teaches children how to stay safe, for example, by following rules and understanding road safety when they are outside. Overall, the childminder establishes good partnerships with parents and other settings, such as school. She shares daily information about children's activities and welfare.

p.3

Quality of teaching, learning and assessment is good

The childminder demonstrates a good understanding of how children learn. She successfully promotes children's language in various ways. For example, she uses consistent conversation to help promote a rich language environment. She repeats words and sounds clearly for younger children to learn and mimic. Children enjoy new experiences. For example, their curiosity is ignited as they explore ice melting into water. The childminder provides opportunities for them to practise their counting skills and learn about shapes. For example, they count the number of rings on a stacking ring. Younger children enjoy playing with technological toys. For example, they smile and laugh as they press buttons to create sequences of lights and sounds. Children's early literacy skills are promoted through mark making and enjoying favourite books together.

p.3

Personal development, behaviour and welfare are good

The childminder is a positive role model; she teaches children to respect others and be kind to each other. Children develop good behaviour and social skills. The childminder helps to boost children's self-esteem and confidence. One of the ways she does this is through praise and encouragement. Children's health and hygiene are promoted through daily routines. For example, they have nutritious snacks and meals tailored to their needs. Children further their physical skills through various daily activities, for instance, running and climbing.

p.3

Outcomes for children are good

Children make good progress. They are confident and motivated learners. Children take part in a wide range of interesting learning experiences that reflects their interests and developmental needs appropriately. They develop independence. Children learn key skills to prepare them for the next stages in learning. They are supported closely for their eventual preparation to start school.

p.3

Setting details

Unique reference number 312034 Local authority Tameside Inspection number 1043717 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 6 Total number of places 6 Number of children on roll 4

p.4

Name of registered person

Date of previous inspection 17 January 2014

p.4

Telephone number

The childminder was registered in 2001 and lives in the Ashton-under-Lyne area of Tameside. She operates on weekdays from 7.30am to 6pm all year round, except bank holidays and family holidays. The childminder has a childcare qualification at level 3.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

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

p.5