Childminder in Tameside

Inspection date 16 May 2019 Previous inspection date 19 October 2015

p.1

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

p.1

This provision is good

n The childminder is an accredited forest school provider. She provides a tremendous array of exciting and unique outdoor experiences for children, such as den building. Children develop outstanding physical health as they spend much of their time enjoying fresh air and rigorous exercise. n Children become highly responsible individuals. For example, they water and tend growing flowers and vegetables in the childminder's garden. Children develop high levels of empathy and show excellent compassion and kindness towards living things. n The childminder engages in sharply focused training to enhance her skills and knowledge. Furthermore, she has several childminder friends who she discusses best practice ideas with. She is motivated and aspirational to provide high-quality service for children and families. n The childminder skilfully uses children's interests as a foundation for learning. Preferences are incorporated into play, to help optimise children's motivation and

p.1

This provision is good

engagement in their learning. Children remain continually stimulated in an interesting range of activities. n The childminder works hard to establish positive relationships with local primary schools. She recognises the importance of helping children to prepare for their eventual move to school. For example, children visit local school sports day events and become increasingly familiar with school environments. n Sometimes the childminder misses opportunities to help children learn about diversity and differences between themselves and others through their play. n There is opportunity for the childminder to identify even more precisely targeted next steps, to help children make rapid progress towards the early learning goals.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n extend children's appreciation and understanding of diversity in the local community and wider world around them n refine next steps and address precise gaps in children's development to help them make even better progress in their learning.

p.2

What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities indoors and outdoors, 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 and evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection. n The inspector reviewed written comments from parents and took account of their views.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder ensures her safeguarding knowledge is up to date. For example, she talks confidently about recent changes to local authority child protection guidelines. She understands how to recognise signs and report safeguarding concerns swiftly. This good knowledge helps her to promote children's safety and welfare. The childminder has a broad range of detailed policies and procedures. In addition, she has a wealth of guidance literature available for her reference, if required. She uses this documentation to support consistently high-quality practice. The childminder and parents work together well. They share information and children enjoy seamless care and learning opportunities. The childminder seeks parental critique of her practice and incorporates their views into her self-evaluation systems.

p.3

Quality of teaching, learning and assessment is good

The childminder is a good role model and her timely and sensitive interactions help to extend children's learning. For example, at snack time, children practise their physical coordination and self-care skills as they successfully cut pancakes into several pieces. They are further challenged to count how many pieces they have created, developing problem-solving and mathematical skills as they count and consider quantities. The childminder engages in quality teaching techniques to support language and communication skills. She offers a language-rich environment. The childminder asks lovely open questions, provides ongoing narration, and listens and responds to children's comments. To illustrate, children use impressive, complex sentences and descriptive language when hunting for bugs in the garden. They become confident communicators.

p.3

Personal development, behaviour and welfare are outstanding

Children demonstrate impressive self-confidence and flourish in their emotional well- being. They share wonderful, warm relationships with a remarkably friendly and welcoming childminder. For example, children profusely laugh and squeal as they anticipate the childminder catching them as she pretends to be a lion. Children are evidently extremely happy and very content. The childminder provides first-rate opportunities for children to be independent. For example, children set the snack table with plates, napkins and cutlery and wait patiently for their snack to be served. Children's cooperation is impressive. They listen to motivating music and sing as they tidy up their toys. Children's behaviour is exemplary.

p.3

Outcomes for children are good

Children acquire a range of key skills. They begin to understand how things work, for example children speak to digital and interactive technology. They ask questions and wait for responses, extending their critical thinking skills. Children use their imagination and develop their ideas as they play. For example, they enjoy dressing up and pretend play. Children are confident and independent learners. They make good progress across all areas of learning and prepare well for the next stage in their development in readiness for school.

p.3

Setting details

Unique reference number EY435663 Local authority Tameside Inspection number 10072115 Type of provision Childminder

p.4

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 8 Date of previous inspection 19 October 2015

p.4

Registers

The childminder registered in 2011 and lives in Stalybridge, Cheshire. She operates all year round, from 7am to 5pm, Tuesday to Friday, except for bank holidays and family holidays.

p.4

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.

p.4

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.

p.4

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 .

p.5

Registers

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

p.5

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

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

p.5