Childminder in Tameside

Inspection date

Previous inspection date 27 July 2017 10 November 2016

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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 made significant improvements since the last inspection. She now uses self-evaluation well to identify the strengths of her setting and any areas for improvement. She gathers regular feedback when evaluating quality. This has helped her to achieve a high-quality provision.  Children make good progress. The warm and friendly childminder uses her experience and skills generally well to promote good outcomes for children. Overall, she provides interesting and stimulating activities that capture children's enthusiasm and motivate them to learn.  The nurturing childminder provides a welcoming homely environment. Children develop trusting relationships with her and she gets to know them well. They are familiar with the routines, happy and secure, reassured by the close bonds that they share.  Partnerships with parents are good. The childminder works closely with parents, values their input and involves them in all aspects of children's care and learning. She

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This provision is good

maintains ongoing communication with local school teachers. This helps to provide continuity for older children who attend both settings.

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It is not yet outstanding because:

 The childminder does not regularly seek professional development opportunities to broaden her skills and further enhance outcomes for children.  The childminder does not use assessment findings to plan meticulously to support children's next steps in learning, so that they are helped to make even better than good progress in their learning and development.

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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 on extending a programme for professional development to improve practice and raise outcomes for children  make better use of assessments to plan more specific and precise next steps and increase the potential for children to make rapid progress in their learning.

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Inspection activities

 The inspector had a tour of the premises. She observed the quality of teaching and assessed the impact this has on children's learning.  The inspector carried out an evaluation of teaching with the childminder.  The inspector looked at relevant documentation, such as policies and procedures, reviewed the childminder's self-evaluation and checked evidence of her suitability.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector took account of the views of parents through written documentation provided prior to inspection.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a detailed child protection policy and fully understands the correct steps to follow should she have a concern about the welfare of a child. She is now also aware of the procedures to report any allegations against herself or an adult that lives or works on the premises. This helps to keep children safe. The childminder attends a regular childminders' group. She shares ideas and information with other professionals. This generally helps to support her good practice. The childminder has also received ongoing support and guidance from the local authority adviser. Overall, this has helped her to drive forward with improvements.

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Quality of teaching, learning and assessment is good

The experienced childminder understands how young children learn through play and plans activities that are based on their individual interests. Regular planning takes place and observations and assessments are generally used well to identify what children need to learn next. Children develop speaking skills well. For example, the childminder asks them to name vehicles on picture cards and waits for them to respond. Children learn about cause and effect. For example, they press musical buttons on technology vehicles and spin the wheels to make them move. Children enjoy sensory experiences. They make patterns and prints using potatoes and assorted paints. As they dip the potato pieces in the paint, the childminder skilfully introduces colours, shapes and counting. This is one way that she helps to promote children's mathematical understanding.

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Personal development, behaviour and welfare are good

The childminder helps to support children's physical health and well-being. For example, she advises parents about suitable options for healthy packed lunches. Children benefit from daily outdoor play and regular outings in the local community. The childminder sensitively interacts with children and joins in with their play. The children enjoy their time with the childminder, for example, during a game of 'hidey boo', the childminder and children fall about laughing. Children behave well. The childminder is a positive role model who is relaxed and calm. She rewards children's good behaviour in various ways. These include, ongoing praise, involving them in decision making and awarding stickers.

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Outcomes for children are good

All children develop well from their skills and capabilities on entry. They gain essential skills needed for future learning and older children are well prepared for school. Young children demonstrate strong self-care skills. For example, they wash their hands after messy play activities, independently feed themselves and help themselves to drinks throughout the session. Children have good opportunities to develop their writing skills. For example, younger children enjoy making marks on a whiteboard. They delight in painting at the easel and skilfully use brushes to paint circles. Older children develop reading and writing skills. The childminder helps to complement their learning in school and supports them with homework.

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Setting details

Unique reference number EY249212 Local authority Tameside Inspection number 1078652 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 10 Total number of places 6 Number of children on roll 1

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Name of registered person

Date of previous inspection 10 November 2016

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Telephone number

The childminder registered in 2003 and lives in Audenshaw. She operates all year round from 7.30am 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

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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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