Childminder EY542991

Inspection date 12 June 2019 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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This provision is good

n The childminder is committed to her role and continually seeks to improve her practice. She makes regular changes to her setting and she has many plans in place to help to drive forward the quality further. The childminder consults parents and ensures that they are happy with the service that she provides. n Children are confident in managing their own self-care from a young age. They are self-motivated to become independent and this helps to prepare them for school. For example, older two-year-old children put their own boots and coats on and competently fasten the zips. n The childminder promotes children's good behaviour in a calm and positive manner. For example, she explains to children why certain rules are in place, such as sitting at the table when eating. The childminder models manners for children, which they happily repeat and use at appropriate times. n The childminder and children share close and well-established bonds. Children cuddle

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This provision is good

into the childminder as she reads stories and they show that they feel extremely happy and comfortable in her care. n Children benefit from visiting a range of places locally each week. For instance, they visit the library, where they enjoy reading and choosing books to take home. This helps to promote children's social skills and helps children to develop an interest in literacy from an early age. n The childminder supports parents on a range of topics, such as healthy eating and toilet training. For example, she provides parents with recipes for healthy meals that children have enjoyed at her setting to enable them to try them at home. n The information that the childminder gathers from parents when children start is not focused enough on what children already know and can do. n At times, during activities, the childminder does not make the best use of opportunities to help extend children's understanding of shape, space and measure 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

n gather more information from parents about what children know and can do when they first start and help to strengthen initial assessments even further n adapt teaching during activities and help to extend children's good understanding of shape, space and measure.

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What the setting needs to do to improve further

n The inspector observed the childminder's interactions with children during activities and free play. She assessed the impact this has on children's learning. n The inspector observed a planned activity and jointly evaluated the teaching with the childminder. n The inspector held a number of discussions with the childminder at appropriate times during the inspection. n The inspector viewed a range of documents and checked evidence of the suitability of adults living on the premises. n The inspector viewed written feedback provided by parents prior to the inspection and she took account of their views.

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Effectiveness of leadership and management is good

The childminder has a thirst for developing her skills and knowledge further. For instance, she accesses training courses, reads information online and shares ideas with other childminders. Safeguarding is effective. The childminder recognises her responsibilities to protect children from harm. This includes ensuring that she is able to identify potential indicators of abuse and neglect and knowing what to do in the event of a concern arising. The childminder prepares children well for their move to school. For example, she talks to children about what to expect when they first start and she takes them for visits. Children already know their teachers' names and talk with excitement about their move.

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Quality of teaching, learning and assessment is good

Children are motivated during activities, such as when they create a bee using dough. The childminder models different ways to manipulate the dough, such as rolling it in the palms of her hands. Children concentrate and copy the actions they see. This helps them to develop their hand muscles and coordination. Children enjoy being creative. They add stripes and wings and the childminder makes good use of the opportunities to extend children's learning further. For instance, children are inquisitive and interested to learn about how the wings help the bee to fly. This builds on their understanding of nature. Once children have settled, the childminder makes regular and accurate assessments of their learning. She identifies what children need to learn next and shares her findings with parents. This helps parents to support and continue children's learning at home.

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Personal development, behaviour and welfare are good

The childminder plans various opportunities that help to teach children about the wider world. For instance, on St Patrick's Day, children learned about the festival and Ireland. This helps to build on children's understanding of countries, cultures and traditions. The childminder's home is warm and welcoming. She organises her rooms to enable children to easily access the toys, books and resources. This helps children to make their own decisions during play. Outside, the childminder provides a range of opportunities for children to become physically active. For example, children access a large sand pit, trampoline, slides and wheels toys. Additionally, children walk to school each day and visit local parks. This contributes to children's good health and physical well-being.

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Outcomes for children are good

Children make good progress from their starting points and are well prepared for school. They are keen learners and enjoy a challenge. For example, as the childminder reads a story, children delight at predicting what might happen next. Children show high levels of concentration and they are competent communicators. For example, older two-year-old children engage in discussions with children and adults. They ask and answer questions and have a wide range of vocabulary.

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Setting details

Unique reference number EY542991 Local authority Tameside Inspection number 10107497 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 2 - 2 Total number of places 6 Number of children on roll 2 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and she lives in Droylsden, Manchester. The childminding setting operates from Monday to Friday from 7am until 6pm all year round, with the exception of 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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