Childminder in Tameside

Inspection date

Previous inspection date 31 August 2016 Not applicable

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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 demonstrates good teaching skills. She provides activities based on her knowledge of children's interests and capabilities. She challenges and motivates children to learn as she plays with them, offering good levels of interaction. Children make good progress across all areas of learning.  Children have formed strong bonds with the caring and nurturing childminder. She spends time getting to know children well and naturally attends to their emotional and physical well-being. Children recognise care routines and assist the childminder. For example, they get the changing mat ready for their nappy change.  The childminder has a good understanding of how to teach young children to keep themselves safe. For example, she teaches children from an early age how to manage a small number of steps in her home, providing guidance and supervision at all times.  The environment is well resourced and organised with good quality toys and games

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This provision is good

which are easily accessible for children. This helps to develop children's independence.  Children are taken on a variety of outings around the local area, including parks and play areas. This helps children to develop their physical skills and gives them the opportunity to socialise with those of their own age.

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It is not yet outstanding because:

 Opportunities for professional development have not yet been fully focused on raising the quality of teaching to an even higher level.  The childminder has not developed highly effective strategies for reflecting on her practice or gathering the views of all parents and children, so she can increase the quality of the service she offers even further.

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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

 focus professional development opportunities on raising the quality of teaching to an even higher level  use self-evaluation more effectively to help to quickly identify all areas of practice for improvement and set challenging targets to improve the quality of the provision and consider further ways to gather the views of children and parents in the evaluation process.

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Inspection activities

 The inspector observed the quality of teaching during activities and child-initiated play and assessed the impact this has on children's learning.  The inspector observed a planned activity and jointly evaluated it with the childminder.  The inspector held discussions with the childminder throughout the inspection. She looked at relevant documentation, such as a sample of policies and procedures and evidence of the suitability of adults who live at the premises.  The inspector viewed written feedback provided by a parent prior to the inspection and took account of their views.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a good understanding of the potential signs of abuse and the procedures for reporting concerns. She closely monitors children's learning and development using highly effective systems which help her to focus precisely on what they need to learn next. Any gaps in children's learning are identified swiftly. The childminder has a good knowledge of how to liaise with other professionals if required. Risk assessments in place are effective. The childminder assesses any potential risks in her home on a daily basis and on outings. She provides a safe and secure environment for children.

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Quality of teaching, learning and assessment is good

The childminder completes regular and accurate observations and assessments of children's learning. She includes parents from the very beginning, gathering information about what children already know and can do. Parents are well informed about their child's progress and achievements. The childminder plays alongside children and introduces learning opportunities in a subtle and skilful way. Children delight in making marks with paint using a variety of interesting tools. The childminder supports early speaking skills as she models appropriate language as they explore together. She repeats words using the correct pronunciation very sensitively to children. Children enjoy singing songs and rhymes. The childminder encourages them to copy actions to songs as they sing. This helps children to develop their listening and attention skills as well as developing small-motor skills. Early mathematical learning is supported well. Very young children use

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Quality of teaching, learning and assessment is good

mathematical language during play. They count and use language to describe the size of objects, telling the childminder, 'It's a big one'.

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Personal development, behaviour and welfare are good

The childminder is an excellent role model. She is polite and treats children with respect and concern, offering consistent praise and encouragement. Children are confident in making their own choices and decisions and their behaviour is excellent. They use good manners from an early age, often saying please and thank you. Outings and planned activities contribute to children's understanding of the world around them. Healthy lifestyles are well promoted. Children are offered a healthy variety of foods and wash their hands at appropriate times. Partnerships with parents are, generally, good. Information is shared daily which helps the childminder to tailor her care routines to support children's emotional and physical well-being. Parents speak highly of the childminder and the care and education their children receive.

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Outcomes for children are good

Children are confident and self-motivated. They concentrate on activities for extended periods of time, in relation to their age. They persevere at tasks supported by the childminder. For example, they concentrate intently when opening boxes to favourite toys and are excited when they eventually succeed. Children are eager to learn and enthusiastically join in with activities. Children make good progress and are developing particularly good speaking skills. They are well prepared for their next stage in learning.

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Setting details

Unique reference number EY482102 Local authority Tameside Inspection number 995110 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 1 Total number of places 6 Number of children on roll 1

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder was registered in 2014 and lives in Ashton Under Lyne. She operates all year round from 6.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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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

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

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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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