Childminder EY466074

Inspection date

Previous inspection date 27 November 2017 11 February 2014

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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. In particular, she has an ability to promote children's communication and language skills well. She uses a range of strategies that are age-appropriate and that children respond to. For example, she uses song and rhyme times with props, and talks to children and introduces new words to extend their vocabulary.  The childminder knows children's individual needs and personalities well. Children enjoy spending time with her and they often laugh and giggle together as they play. The childminder recognises signs of hunger and tiredness, and quickly adapts the routine to ensure that children's needs are met.  The childminder supports children's development of a healthy lifestyle from an early age. Children enjoy a range of healthy foods and snacks, and they engage in regular hand washing routines.  Children go on outings around the local community and to regular groups. They have

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This provision is good

the opportunity to develop social skills as they meet and play with other children. This also helps to widen their understanding of the world around them.

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It is not yet outstanding because:

 The childminder has not focused her professional development plans on helping her to continue to raise the quality of her good teaching even further.  The childminder provides parents with information about children's learning. However, she has not fully explored ways to gather ongoing information from parents about children's learning at home, in order to use these in her assessments.

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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 plans for professional development that help to raise the quality of good teaching even further  explore new ways to engage parents further and successfully gather ongoing information about children's learning and development at home.

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Inspection activities

 The inspector observed the quality of teaching during activities and free play. She assessed the impact this has on children's learning.  The inspector observed a planned activity with the childminder and jointly evaluated the teaching.  The inspector held discussions with the childminder, she viewed a range of documents, including the evidence of the suitability of adults living on the premises.  The inspector viewed written feedback gathered from parents prior to the inspection and she took account of their views.

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Effectiveness of the leadership and management is good

The childminder regularly evaluates her provision and is always looking for new ways to improve. She gathers the views of parents on a regular basis. The arrangements for safeguarding are effective. The childminder has a very good understanding of the signs and symptoms of abuse. Additionally, she has a good understanding of the Local Safeguarding Children Board and the procedures in place to contact them in the event of any concerns arising. The childminder is vigilant and constantly adapts her risk assessments as children grow, to help to keep them safe. She has very strict procedures for taking children downstairs to her dining room and these are reviewed regularly.

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Quality of teaching, learning and assessment is good

The childminder completes observations of children's play and shares these with parents. She monitors their progress and uses her systems for assessment to swiftly identify what children need to learn next. She watches and listens as children play, and expertly intervenes to extend their learning. For example, as children point to bubbles, the childminder recognises this and starts to blow them. She introduces language, such as pop, pop. Children attempt to jump and use their hands to pop them as they fall. This helps to develop their hand-to-eye coordination as well as developing their speaking skills. The childminder recognises children's interest in sensory exploration. She offers them paint with a range of tools, such as brushes and rollers. Children explore and use the tools to make marks on the foil. The childminder models ways to do things and describes the marks that children make. Children show really good levels of concentration and

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Quality of teaching, learning and assessment is good

motivation, and the childminder supports this by adapting and offering new experiences. This helps to keep them interested and engaged.

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Personal development, behaviour and welfare are good

Children play together well. The childminder is able to support children's behaviour in a positive and age-appropriate way. For example, when she sees the start of a minor dispute she offers matching resources and uses distraction techniques. Children's routines are matched precisely to home. For example, the childminder works with parents to find out children's sleep preferences and she mirrors these in her home. She makes good use of opportunities to extend children's understanding of feelings and emotions. For example, as children point to a picture in a book of a child crying, the childminder uses simple language to talk about them being sad. Children show concern and empathy, and use their facial expressions to copy the picture. This helps them to label their emotions.

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Outcomes for children are good

Children make good progress and are prepared well for their next stage in learning. They show good levels of understanding in relation to their age. Children are eager to make independent choices from a young age. They enjoy using their whole bodies during song and rhyme sessions. They are able to copy actions to songs and mimic the actions sounds that the childminder makes.

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Setting details

Unique reference number EY466074 Local authority Tameside Inspection number 1087518 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 9 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection 11 February 2014

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Telephone number

The childminder registered in 2013 and lives in Ashton-Under-Lyne, Lancashire. She operates all year around from 7.40am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 2.

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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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