Childminder in Tameside

Inspection date

Previous inspection date 21 August 2017 18 August 2011

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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 routinely monitors children's progress. Tracking procedures illustrate emerging gaps in their learning. The childminder uses this information to quickly address and close gaps. Children make good progress from their starting points.  The childminder effectively supports children's early communication and language skills. For example, she points to objects and repeats words to emphasise that these have meaning. This enhances children's understanding and speaking skills. The quality of teaching provided is good.  Children play and learn in a very friendly and welcoming family home. The childminder is gentle, kind and caring. She treats children as part of her family. Children are happy and emotionally secure.  The childminder provides regular opportunities for children to complete tasks for themselves. This encourages them to develop independence and confidence and builds their self-esteem.

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It is not yet outstanding because:

 The childminder does not extend opportunities for children to develop an awareness of similarities and differences between their own families and people in the wider community.  The childminder does not yet make effective use of self-evaluation to clearly identify precise targets in order to help improve her practice 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

 extend opportunities for children to develop an awareness of similarities and differences between their own families and people in the wider community  strengthen self-evaluation procedures further to clearly identify precise priorities to improve practice even more.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector completed a joint evaluation of an activity with the childminder.  The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household.  The inspector spoke to children during the inspection.  The inspector took account of the views of parents through written feedback provided.

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Effectiveness of the leadership and management is good

The childminder's home is safe and secure. The childminder completes risks assessments to identify and minimise potential risks to children. For example, she ensures all outdoor footwear is removed prior to entering the house. This measure helps to maintain a clean environment for babies to crawl around safely. Partnerships with parents are strong. They are kept well informed about children's progress. This enables parents to support children's learning at home. Arrangements for safeguarding are effective. The childminder has a secure knowledge of her responsibilities to identify, record and report child protection concerns, promoting children's welfare. She has completed a range of training. For example, she has recently completed training on the government's 'Prevent' duty guidance. This extends her already good safeguarding knowledge and impacts positively on the quality of service provided.

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Quality of teaching, learning and assessment is good

The childminder has high expectations of children. She provides sufficient challenge during activities to promote children's next steps in learning. For example, when building with wooden bricks, children are encouraged to build higher. This extends their levels of concentration and physical coordination. Routine tasks are successfully used to engage children in learning. For example, children are encouraged to count blueberries during mealtimes. This supports mathematical development and problem-solving skills.

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Personal development, behaviour and welfare are good

Children are emotionally reassured by the warm, positive relationships they share with the childminder. She knows them well and uses this knowledge to provide familiar routines in order to promote children's emotional well-being. Children play cooperatively. The childminder continually reminds them to take turns and share toys. Children behave well and show respect for their friends. The childminder provides a range of home-made meals and snacks for children. She talks to them about nutritious food, promoting a positive attitude to healthy eating. Children experience a variety of trips in the local community. Regular outings enable them to enjoy fresh air and exercise daily, supporting their physical health.

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Outcomes for children are good

Children are independent, motivated and eager to learn. They are inquisitive and enjoy being actively involved in tasks and activities. Children approach challenge with a positive attitude and confidence. They make good progress from their starting points. Children are developing the necessary skills for their future learning and the eventual move to school.

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Setting details

Unique reference number EY418156 Local authority Tameside Inspection number 874368 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 18 August 2011

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Telephone number

The childminder registered in 2010 and lives in Droylsden, Manchester. She operates all year round, from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate 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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