Childminder in Tameside

Inspection date 24 October 2018 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n The childminder provides an inviting and well-equipped learning environment in her home. Children play together and demonstrate that they feel secure and happy in the childminder's company. n The childminder understands how children learn to communicate. Children who speak English as an additional language are particularly well supported. The childminder teaches them to understand and speak English. This helps to promote continuity in their learning when they start school. n The childminder establishes consistent rules and routines and this helps children to be confident and independent. For example, children follow a familiar routine for disposing of rubbish. They pull hard to open the kitchen bin drawer, then select the correct bin for recycling paper or plastic items. n Parents praise the childminder's caring approach. They comment that she works in partnership with them. This is demonstrated when children are ready to begin using

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The provision is good

the potty. Parents and the childminder agree and follow a consistent routine.

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It is not yet outstanding because:

n Although the childminder evaluates the quality of her provision well overall, her evaluations do not lead to targets that are sufficiently challenging and that promote continuous improvement in her teaching. n The childminder does not consistently identify what children need to learn next as precisely as possible.

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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

n extend the self-evaluation process so that it looks more closely at the quality of teaching and the impact it has on children's learning n make the most of what is known about individual children's achievements so that teaching focuses even more precisely on what children need to learn next.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during daily routines and activities. She discussed a planned activity with the childminder. She assessed the impact that interactions and activities have on children's learning. n The inspector looked at relevant documentation, such as evidence of the childminder's suitability to work with children. n The inspector took account of the views of parents and carers.

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Effectiveness of leadership and management is good

Arrangements for safeguarding are effective. The childminder regularly reviews her procedures for child protection. She knows what she must do if she is concerned that a child may be at risk of abuse or neglect. The childminder keeps up to date with changes to requirements and implements what she learns from training events. For example, she attended training about 'on-the-spot' planning for children's learning. This has helped her to make the most of spontaneous opportunities to extend children's knowledge, understanding and skills. The childminder identifies and minimises hazards to children's safety. For example, she carefully checks public areas before allowing children to play.

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Quality of teaching, learning and assessment is good

The childminder plans activities that absorb children's interest. For instance, children work hard to collect bags of autumn leaves. They talk about seasonal changes and learn why the leaves have fallen. Children play with the leaves and discover that there are different shades of brown and orange. The childminder hides plastic numbers in the box of dry leaves. Children hunt for them and begin to identify the numbers they find. This helps to promote their early numeracy. Children participate in role play and this helps them to consolidate what they know about the world. This is exemplified when children pretend to make cups of tea for the childminder. Children bring books to the childminder and sit close to her while she reads to them. This helps to promote their early literacy.

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Personal development, behaviour and welfare are good

The childminder has a firm and reassuring manner and this helps her to promote children's positive behaviour. She praises children and encourages them to be helpful. For example, they work busily together to tidy up the toys. The childminder implements policies and procedures that help to promote children's welfare. For instance, she maintains written records of medication she administers to children. Children learn to be safe. This is demonstrated when the childminder explains why they must not play with the plastic bag that they used to collect the leaves. Children have plentiful opportunities to exercise and play in the fresh air. They learn to make healthy choices in their diet.

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Outcomes for children are good

Children make good progress. They acquire the skills, knowledge and attitudes to learning that prepare them well to start school. Children learn to count. They begin to understand some of the purposes and uses of numbers. Children can match some written letters to the sounds they represent. They know that print carries meaning and recognise the sequence of events in some familiar stories. Children ask questions and begin to hold conversations about things that are meaningful to them. They are active learners who demonstrate self-assurance in their play and exploration.

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Setting details

Unique reference number EY539227 Local authority Tameside Inspection number 10079327 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 9 Total number of places 6 Number of children on roll 11 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016 and lives in Ashton-under-Lyne. Her provision operates all year round, from 7am to 6pm from Monday to Friday, except for bank holidays and family holidays.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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Registers

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Registers

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

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