Childminder in Tameside

Inspection date 19 December 2018 Previous inspection date 18 June 2015

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Outstanding 1 Outcomes for children Good 2

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This provision is good

n Children thrive emotionally in this exceptionally nurturing and extraordinarily caring setting. The childminder is highly sensitive and immediately offers warm, genuine affection. Children rapidly settle and are ready to learn. n Children's physical health is given utmost priority. Children enjoy an excellent array of nutritious, home-made food. Furthermore, the childminder actively encourages children to try new food and extend their tastes. Children develop an exceptionally positive attitude to healthy eating. n The childminder establishes good links with other professionals. This contributes to the high-quality service provided. For example, she shares and rotates resources with several childminder colleagues. This helps to enhance the stimulating environment even further. n The childminder makes good use of local amenities. Various outings include visits to soft-play centres, recreational parks and local play parks. The childminder subtly

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This provision is good

incorporates learning into trips, such as teddy bears' picnics and hunting for squirrels in the park. Trips within the community help to enhance children's varied learning experiences. n The childminder implements simple and effective systems to observe and monitor children's progress. She works hard to plan tailored activities to support children's next steps in their learning. Children make good progress. n The childminder has not accessed any wider training, above mandatory training, for a number of years. She has not identified a plan for her continued professional development to drive already good skills to the highest level. n The childminder recognises the value of evaluating her service. She proactively seeks the views of parents and children. However, she has not identified precise targets, matched to her current strengths and weaknesses, to help drive overall standards to an outstanding level.

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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 good knowledge and skills even further and identify a plan for ongoing and continued training n strengthen self-evaluation procedures and incorporate targets to improve, to drive standards to the highest level.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder. She looked at relevant documentation used to support the childminder's practice. n The inspector spoke to children during the inspection. n The inspector took account of the views of parents.

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Effectiveness of leadership and management is good

Arrangements for safeguarding are effective. The childminder has good knowledge of her child protection responsibilities. She has a detailed safeguarding policy and reviews this regularly to ensure it is up to date with current legislation. She knows the signs that may suggest a child is at risk from harm and the appropriate actions to take. Children's safety and welfare are well promoted. The childminder fosters positive relationships with parents. She regularly shares detailed written development summaries with them. This helps parents to continue children's learning at home and has a positive impact on children's overall outcomes and progress.

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Quality of teaching, learning and assessment is good

The quality of teaching is consistently strong. The childminder is a good role model who presents children with increasing challenge to extend learning. For instance, children twist a number of beads along a wire. They persevere until all beads move to an intended location at the end of the wire. Children achieve deep concentration and solve complex problems. Their interests and preferences are considered and planned activities are amended to allow children to lead play, develop their ideas and build confidence. For example, children enjoy retrieving, throwing and rolling soft balls. The childminder recognises this emerging interest and optimises learning through subtle suggestions. Children are encouraged to categorise and count balls, supporting their early mathematical skills. Children are awarded plenty of time and space to investigate and explore independently. They remain continually busy and enthused in learning new

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Personal development, behaviour and welfare are outstanding

Children enjoy an abundance of lavish praise and encouragement. The childminder celebrates children's splendid achievements in an age-appropriate and animated manner. For example, she frequently offers high fives and claps to illustrate her delight in children's first-rate efforts. This contributes to children's superb behaviour, excellent self- esteem and self-worth. The childminder has recently become a member of a network group who champion outdoor learning. She proactively seeks new ideas for outdoor teaching and provides a particularly rich programme of learning outside. This contributes to children's exceptional physical health as they exert themselves daily outside. Hygiene procedures are exemplary and children access an immaculate environment.

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Outcomes for children are good

Children make good progress from their starting points and continually build upon their current abilities. They acquire key skills in preparation for the next stage in their learning and the eventual move to school. Young children begin to balance, walk and climb. They navigate obstacles with increasing confidence. Children relish opportunities to listen to stories and look at books, building early literacy skills. Children are captivated by technology toys and demonstrate excellent problem-solving skills as they figure out how noisy interactive toys work. Children are motivated and eager to learn.

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Setting details

Unique reference number EY451735 Local authority Tameside Inspection number 10071330 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 - 1 Total number of places 6 Number of children on roll 1 Date of previous inspection 18 June 2015

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Registers

The childminder registered in 2012 and lives in Stalybridge, Cheshire. She operates during term time only, from 7.30am to 5pm, Tuesday 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

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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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